History, identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives.

Autor/inn/en	Barton, Keith C.; Mccully, Alan W.
Titel	History, identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives.
Quelle	In: Journal of curriculum studies, 37 (2005) 1, S. 85-116Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 112-114
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/0022027032000266070
Schlagwörter	Identitätsbildung; Konfliktbewusstsein; Geschichtsunterricht; Einflussfaktor; Studie; Protestant; Nordirland
Abstract	This study reports results of an empirical investigation of secondary students' conceptions of history and identity in Northern Ireland. Interviews with 253 students from a variety of backgrounds indicate that they initially identify with a wide range of historical themes, but that these identifications narrow as they study the required national curriculum during the first 3 years of secondary school. Often, they draw selectively from the formal curriculum in order to support their developing identification with the history of their own political/religious communities. This process is most apparent among boys, at predominantly Protestant schools, and in schools located in areas of conflict. These findings suggest that to address history's role in ongoing community conflict, educators may need to challenge more directly the beliefs and assumptions held by students of varied backgrounds, as well as to provide a clearer alternative to the partisan histories encountered elsewhere. (Zusammenfassung vom Verlag übernommen).
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2005/3