Teaching History - Cuban Text Response by Todd Beach 2017.pdf

Jocelyn Létourneau will give two presentations in London shortly. WHEN? September 7-9 2015 WHY? The 12th International Conference of the History Educators International Research Network WHERE? The University of London – Institute of Education WHAT? The titles of the presentations are: - Teaching History To K12 Kids: Reflections Based On A Large Scale Research Project - Quebec Students and their Historical Consciousness of the Nation ABSTRACT : TEACHING HISTORY TO K12 KIDS: REFLECTIONS BASED ON A LARGE SCALE RESEARCH PROJECT When submitted to trivia tests, kids seem to know very little about the past of their community (nation). I decided to look at the situation a different way in asking two broad questions to about 5000 different young people, during a period of ten years, when they were in the classroom: 1) "Tell me the history of Quebec as you know"; 2) "If you had to summarize the history of Quebec in a phrase, what would you write personally?" Analysing the corpus shows two things: 1) kids know more about the past of their community (nation) than we think they do; 2) what they know is as powerful as it is simplistic. So the question: How to teach history to kids in the context they are not empty pots but have a very strong prior knowledge? First step is to assess knowledge kids possess… to discover that it’s very much rooted in their community’s mythistories (I shall define that concept in my talk). o Second is to create a cognitive conflict with kid’s prior knowledge so they are challenged in their historical representations. o Third is to provide kids with alternative historical knowledge structured in the form of “catchy” ideas (so they may remember something of what is taught to them), knowledge also focused on their community’s mythistories (in order to have them distancing from the common premises upon which their culture is constructed, so they study history with a purpose, which is a good inducement to develop their learning interest). o In the paper each point will be detailed and backed with arguments. The aim of the talk is not to go against historical thinking theory but to adjust the basics of this theory with the general context into which kids learn (and use that knowledge to live efficiently in complex social settings). References: • J. Létourneau, Je me souviens ? Le passé du Québec dans la conscience historique de sa jeunesse, Montreal, Fides, 2014. • J. Létourneau, “Teaching National History to Young People Today”, in Mario Carretero, Stefan Berger & Maria Grever (eds.), International Handbook of Research in Historical Culture and Education. Hybrid Ways of Learning History, London, Palgrave Macmillan, 2015. [To be published]. • J. Létourneau, S. Lévesque & R. Gani, “A Giant with Clay Feet: Quebec Students and the Historical Consciousness of the Nation”, International Journal of Historical Learning, Teaching and Research, 11, 2 (May 2013), p. 159-175.

Encounters on Education, 2002 (3), 117-127., 2002

e authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey's educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. e paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.

Theory & Research in Social Education, 2020

is a collection of 24 chapters written by leading international scholars in history education. The book itself is a tour de force as it aims to synthesize in a comprehensive manner "the growth of history education as its own research field" (p. 1). The rationale behind such an endeavor, as suggested in Peter Seixas's foreword, is the growing preoccupation over recent political and social events and the need for history education specialists to take a stance and move the discipline "towards the central place that it deserves" (p. xviii). There is a sense of urgency to take action that transcends the 24 chapters that compose the edited collection, as well as a collective astonishment toward the speed in which the field has grown from a side consideration shared by some historians to a fully fledge academic discipline in less than 20 years. This growth is explored through five different lenses that compose the five sections of the book. The first section considers the policy, research, and societal contexts of history education. Its chapters propose an overview of the field from its beginning to today, identifying gaps that research still needs to address. The second section is centered on the different conceptual constructs found within the discipline such as historical thinking, historical consciousness, historical reasoning, historical empathy, historical agency, and global history education. The third section explores the ties between history education, identity, and ideology. The authors question the narratives proposed in classrooms and their influence on students' agency and growing sense of identity. The fourth section is more pragmatic and includes a vast array of teaching and assessment practices. From professional development to addressing controversial issues in the classroom, the authors look at the complexity of K-12 history instruction. Finally, the fifth section's theme is historical literacies, which encompasses working with evidence, as well as teaching with alternative media such as films, games, and museums. Learning history is not limited to the walls of a classroom, and students build their understanding of the discipline through family history, films, videogames, and museum visits. Teachers have rapidly integrated these alternative media into their teaching, but their effect on students' learning is not always well known. This last section underlines how certain scholarships, such as teaching history using film, are well established, while others, such as teaching using digital simulation gaming, are still emerging fields of study. It would be impossible, due to the length requirements of this review, to summarize each of the 24 chapters individually. Instead, three general ideas that bind the chapters together will be used to give an overall sense of the book. Keeping with historical fashion, these three ideas will be, in essence, chronological as they will look at the past of the discipline, the current preoccupations in research, and the questions that should be addressed in the future.

ICLS, 2014

History is intimately connected with personal and collective processes of becoming. It is also a field of contest among curriculum-makers, teachers, parents and scholars over who and what children will be; and this contest has greater consequences as our world grows more crowded and more connected. School curriculum-makers and teachers have never had a monopoly on what children learned about the past; but today, the Internet makes encounters with differing historical narratives ever more common. In this symposium, scholars from three countries (Israel, Canada and the United States) will come together around a collection of unique studies addressing the question of how teachers can be better prepared to help their students navigate the increasing challenges of learning and becoming in today's increasingly globalized and internetworked world.

2010

Estudos Ibero-americanos, 2022

Artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional.