Abstract
ABSTRACT This study explores the silencing and voicing of sensitive topics in history education from a cross-national and multilevel perspective. In this mixed-method study, we undertook a quantitative analysis of a ‘teaching sensitive issues’ questionnaire and qualitative analyses of history curricula and teachers’ verbal responses. The findings show that most respondents were aware of societal and self-silencing but were also committed to voicing and giving a voice to pupils. Focusing on the issues found to be most sensitive – immigration and Islam – in Germany, Austria, France, Italy, the Netherlands and Israel, the analysis of national curricula indicates a climate of ‘voicing’ rather than silencing. Analysis of teachers’ responses showed strong awareness of the relationship between the sensitivity of the history of immigration and that of Islam and the relationship between pupil diversity and self-silencing on these issues. It appears that, in some cases, apprehension of pupils’ voices led teachers to self-silence.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.