Teaching Of History In Schools Research Articles

Discussion on the Senior Middle School History Teaching Strategy Based on the Core Literacy of History

Discussion on the Senior Middle School History Teaching Strategy Based on the Core Literacy of History

Common Past, Different Visions: The Ukrainian-Russian Encounters Over School History Textbooks 1990s–2010s’

This article deals with the Ukrainian-Russian encounters in the field of school history education in 1990s–2010s. The theme investigates the context of the state- and nation-building processes in both countries. Three major topics are considered: history education and textbooks as a tool of civic education and citizenship building, the problem of unification and homogenization of the representations of the past in the light of citizen education, the attempts of Russia to promote a common vision of the past with neighbors, and Ukrainian responses. The major theme ends with the highlights from the most recent developments in the field of school history curriculum and textbooks in both countries in the context of the Russian-Ukrainian conflict and war of 2014–2021.

Proposing Indonesia History Teaching that Transcends Political Ideologies

The teaching of Indonesian history, in many cases in school, remains dominated by history of politics and political indoctrination, underscoring the need for critical and holistic learning. This paper aims to analyze the Indonesian National History textbooks used in schools, and to examine the possibility of teaching Indonesian history that goes beyond political indoctrination and is holistic. The method used in this paper is the analysis of an Indonesian National History textbooks that have been used as the main textbook for the history subject in schools. The teaching of Indonesian history in schools is still dominated by a single version of historical events. The narratives of Indonesian history lessons often ignore different perspectives, or other aspects of historical events that are of interest. Indonesian history does not only belong to the winners. A holistic approach to the teaching of history is expected to help enrich students' knowledge of past events and provide a clearer picture of the history of a multicultural society. For example, a discussion of the Benteng economic policy should not only revolve around the points of view of one ethnic group and ignore the suffering of others. In other cases, discussions on the PKI revolt often neglect human rights aspects, et cetera. Not only should students gain knowledge about past events based on the dominant interpretations, but are also exposed to the narratives of marginalized people. Not only that, history lessons should also cover aspects that include arts, literature, painting, music and other cultural products. In the end, a holistic approach enriches students’ understanding of a historical event, foster a positive attitude and inspire them to learn about stories that have been under-heard or deliberately marginalized.

Государственная политика в области подготовки педагогических кадров в СССР в послевоенные годы

The changes that took place in the last quarter of the 20th century in the political, economic and cultural life of Russia necessitated the modernization of the modern educational system. In this regard, an appeal to the experience of the past seems very relevant. The author considers main directions and tasks of the state policy in the field of teachers training in the post-war period as an integral part of the five-year plans for the development of the national economy of the country. The main sources of research are the documents of the State Archive of the Republic of Buryatia. Published sources on the history of school education in Buryatia and the history of the Buryat-Mongolian State University also played a great role in revealing the topic. Using the example of Buryatia the author establishes that pedagogical education, which is in dire need of teachers and schools, developed in accordance with all state guidelines. The development and strengthening of the material and technical base, the high level of scientific and pedagogical qualifications of the teaching staff of the Buryat-Mongolian State Pedagogical Institute, its constant interaction and cooperation with public education authorities were important conditions for the Institute to fulfill its main task – the quality training of teachers for general education schools in Buryatia.

공공역사가로서의 역사교사를 말하다

Teachers and students are two subjects of school history education. Students grow up in history culture, and each enters the classroom with a sense of history formed through public area. Based on such historical perception, students renew their historical understanding, create historical narratives containing their perspectives, and express them in various ways, growing into a new subject of public history. If it is the ideal of public history to allow students and the public to experience “doing history”, it can be said that history teachers play the role of public historians. This is in that history is reproduced through the teacher curriculum, the meeting of students and history is mediated using various media, and the learning experience is designed. As a public history historian, the educational interest of history teachers should not remain in the relationship between public representation activities and school history. Serious attention should also be paid to the fact that such representation activities are consequently involved in the historical consciousness and identity of members of society.

Impact of Teachers’ Qualification on Secondary School History Teaching and Learning in Kajara County, South Western Uganda

The study examined how teachers’ qualification impact on the teaching and learning of history in senior four of Kajara County, Ntungamo District. The study sought to establish how communication skills affect the teaching and learning of senior four history class in Kajara County, Ntungmo District, find out how teachers’ explanation skills affect the teaching and learning of senior four history class in Kajara County, Ntungamo District and establish how writing skills affect the teaching and learning of senior four class in Kajara County, Ntungamo District. The study employed a cross sectional survey design with both qualitative and quantitative approaches of data collection and analysis. Interviews, focus group discussions, documentary analysis and questionnaire were used to collect data. The study population consisted of secondary school administrators, history teachers and students in selected private and government schools in Kajara County, Ntungamo District. A sample size of 251 was used. Qualitative data was analyzed with the help of social science (SPSS) while qualitative data was analyzed using content analysis. Findings revealed that teachers with good communication skills facilitate effective teaching and learning of history to secondary students in Kajara County, Ntungamo District facilitated by audibility, effective teacher-student rapport and improved student presentation skills. It was established that teachers with good explanation skills facilitate effective teaching and learning of history to secondary school students. Teachers with clear history instruction involved learners in history lesson activities effectively. The study concluded that teachers’ communication skills, explanation skills and writing skills have negligible influence on effective teaching of history to secondary school students in Kajara County, Ntungamo District. It is recommended that government and other stakeholders should come up with Continuous Teacher Development Programs and in-service programs to raise teacher’s communication skills explanation skills and writing skills to patch up the gaps in the teaching and learning of history to secondary students in Kajara County, Ntugamo District.

Analysis on the Cultivation of Students' Question Consciousness in Junior High School History Teaching under the New Curriculum Standard

Analysis on the Cultivation of Students' Question Consciousness in Junior High School History Teaching under the New Curriculum Standard

Margaret Murray Washington: The Life and Times of a Career Clubwoman by Sheena Harris

Reviewed by: Margaret Murray Washington: The Life and Times of a Career Clubwoman by Sheena Harris Leigh Soares Margaret Murray Washington: The Life and Times of a Career Clubwoman. By Sheena Harris. (Knoxville: University of Tennessee Press, 2021. Pp. xiv, 210. $55.00, ISBN 978-1-62190-619-3.) Building on literature that has shed new light on the lives and leadership of Black women traditionally overshadowed by the renowned "race men" of the late nineteenth and early twentieth centuries, Sheena Harris has written the first scholarly biography of Margaret Murray Washington. Born enslaved in Macon, Mississippi, Washington is known most for her marriage to Booker T. Washington as he arrived at the height of his power, but here readers see how she became a prominent educator and race leader in her own right. She developed a robust curriculum for Black girls at Tuskegee Institute, promoted Black history education in Black schools across the South, and organized Black women to lead racial uplift movements in their own communities. With this biography of Margaret Washington, Harris "not only restores her to the history of HBCU administrators and club women, but also illuminates the interconnections among movements that stood against racial and gender oppression" (p. 10). [End Page 403] Drawing on a wide range of personal correspondence, public writings, and institutional records, Harris traces the life and career of Washington from her birth in 1861 to her death in 1925. The first three chapters recount Washington's childhood, her education at Fisk University, her marriage to Booker, and her pedagogical commitments as Lady Principal of Tuskegee Institute. Harris emphasizes how Washington's early experiences in the rural, impoverished South helped shape the vision of Black education she brought with her to Tuskegee—one that emphasized respectability, the professionalization of domestic labor, and the uplift of the home. Washington's commitment to industrial education, Harris explains, "was not an accommodationist view, as many critics of her husband asserted, but rather a survivalist strategy" (p. 55). The last three chapters follow Washington's club work on three scales: local (the Tuskegee Women's Club), national (including the National Association of Colored Women and the Southern Federation of Women's Clubs), and international (the International Council of Women of the Darker Races of the World). Washington certainly benefited from her husband's fame and influence, but she carved out a respected leadership role for herself through increasingly ambitious organizing, all in service of advancing the study of Black life, uplifting Black women and children, and fighting the spread of white supremacy. Although Harris clearly admires Washington, she does not pull punches when examining the leader's emergent elitism. "While [Washington] espoused views of cohesive [cross-class] collaborations, she herself remained exclusively separate," and most of the Black women Washington sought to uplift were excluded from membership in the numerous organizations she led (p. 144). One of the benefits of biography is the way individual experiences can provide insight into the people behind movements. In several effective passages, Harris explores the physical and emotional toll on Washington as she struggled to find a balance among her work commitments, her responsibilities as a wife and mother, and her personal well-being, highlighting the unique challenges Black women faced as they pursued public leadership. Although the narrative is at times ambivalent about the relationship between her work and the so-called Tuskegee Machine, it is clearer about Washington's connection to a wide network of Black race women rooted in the South. Harris shows Washington collaborating with other understudied reformers in the region, including Josephine Bruce, Lugenia Burns Hope, and Cornelia Bowen. Readers interested in Black women's history and educational history will appreciate this recovery of the life and career of Margaret Murray Washington. Leigh Soares Mississippi State University Copyright © 2022 The Southern Historical Association

Teachers’ narratives about the possibility to teach controversial history of the 1965 affair in Indonesia

Some Indonesian teachers have entangled alternative versions in their teachings on the 1965 affair, a controversial vicious and political event in Indonesia, to counterbalance or even contest the communist coup narrative in the history lesson curriculum and school textbooks. Employing the sociological tools of Margaret Somers, this paper dissects the stories of eleven high school history teachers about what enables them to teach multiple interpretations of the 1965 affair. The inclusion of different accounts in their teachings is navigated by various narratives of the affair that they acquired or fabricated in certain socio-historical and political settings. However, teaching is far from an independent pedagogical action. Accordingly, the extent to which each teacher could easily teach multiple versions was related to surrounding actors inside or outside of the school and their narratives of the 1965 affair and communism, as well as perceived absence of any institutional practice to veto such teachings.

Discussion on the Flexible Use of Historical Stories in Junior High School History Teaching

Discussion on the Flexible Use of Historical Stories in Junior High School History Teaching

A Probe into the Role of Historical Understanding and Interpretation in Senior High School History Education

A Probe into the Role of Historical Understanding and Interpretation in Senior High School History Education

History teachers and historical knowledge in Quebec and Sweden: Epistemic beliefs in distinguishing the past from history and its teaching

This article looks at upper secondary school history teachers’ understandings of how historical knowledge is constructed and at the impact this might have on their classroom practice. The article has two objectives: (1) to examine how teachers view the relationship between the past and history – as a basic entry point peek into their epistemic thinking; and (2) to explore their reflexiveness regarding epistemic issues and what their view might mean for their perspectives and their teaching of history, and by extension, whether they see themselves as being political in the process or not. As part of an international, comparative study on history teachers and their epistemic positioning in the teaching of rival histories, we use a mixed-methods approach to present empirical data from Quebec and Sweden. Forming a cross-cultural dialogue, this comparative focus permits us to identify and discuss nuances that emerge in teachers’ thinking in two completely different societies that nevertheless share similar democratic and political outlooks when it comes to the teaching of school history. In discussing the relationship between the past and history, it appears that teachers have different understandings of what historical knowledge is, how it is constructed, and the implications these meanings have for their practice. The findings demonstrate that there is a main difference and an important similarity between both sites. The difference is one where Swedish teachers are more inclined to make a clear distinction between the past and history, than their Quebecois counterparts who tend to be less prone to making this distinction clear. The similarity, in turn, refers to a majority of participants who are located in between these two extremities – objectivist and critical – and who demonstrate a case of epistemic “wobbling”. In describing the reasons for this difference, namely Quebec’s overt quest for nation-building among its various historical communities, the political nature of history teaching comes to light. In digging deeper in this difference to better qualify the emergent wobbling, the results furthermore illustrate a strong connection between criticality and reflexivity in teachers’ thinking and practice. More specifically, those who clearly distinguish between the past and history demonstrate an ability to account for history’s subjectiveness and are therefore more attuned to questioning their own role in the whole teaching process.

Historiography of history of Soviet school everyday life

Authors present an overview and analysis of publications of the Soviet and post-Soviet periods of the historiography of Soviet school everyday life. The authors note that in the Soviet period, a significant part of the scientific work focuses on the determining and leading role of the party in the field of school education, the promotion of advanced pedagogical experience in teaching and education, as well as solving the practical problems of public education. In the 1990-ies general education school and school everyday life become objects of interdisciplinary research for scientists representing various scientific fields: historians of education, teachers, philosophers, sociologists, culturologists, etc. It is noted that in the total volume of publications devoted to the everyday life of the school, teachers and students of the Soviet era, scientific works performed by historians make up an insignificant number. The daily life of the Soviet school and Soviet teachers becomes an independent topic for study by Russian historians and representatives of other scientific fields only in the early 2000-ies. However, historians still turn more often to the analysis of state policy in the field of school education, the training of teachers, school history education in the Soviet period, etc. The results of our analysis show that scientific articles, monographs and theses devoted to the topic of school everyday life and everyday life of a teacher of the Soviet era are much less than scientific papers on children’s everyday life. This circumstance, of course, determines the relevance and necessity of comprehensive studies of everyday life of Soviet school, especially on the materials of individual regions of the country.

The Voices of Primary School Boys and Girls on Human Rights and Their Historical Agency

The teaching of History in primary school must integrate education for active global citizenship in the face of inequalities and social injustice caused by the constant violation of human rights in the present. The transformative framework at school promotes global citizenship from a humanizing perspective and a respect for diversity. All of this comes in a context marked by the effects of the capitalist economic dimension of globalization, which translates into a crisis in the exercising of fundamental democratic values. Below, we show the first-phase results of educational research comprising a qualitative exploratory study that investigates what primary school students think about and know. The participants come from a public school in the city of Almería, south-eastern Spain. Given the volume of information obtained from the semi-structured group interviews conducted on a total of 126 students (male and female) and seven teachers at the school, a qualitative content analysis has been carried out to extract relevant meaning regarding the research objectives; these focused on what the students know and feel about human rights, social problems and injustices, and the role of girls and boys throughout history. Hearing, listening to and recognizing the voices of primary school boys and girls has provided us, first of all, with ethical cues to design professional teacher development experiences in line with the new times of change and uncertainty, from the framework of a critical teaching of the contents of school history. Secondly, it has guided us in the configuration of training opportunities to cover the weaknesses caused by the democratic deficit and strengthen democracy by increasing child citizen participation. In this way, we hope to contribute to the education of a global citizenry that is more critical and committed to the common good in collective decision-making in an interconnected world.

Elevperspektiv på vad som väcker intresse för litteraturhistoria

Previous research on teaching and learning of literature has called for empirical investigations on classroom practice concerning literary history. As an answer to this call, the study aims to develop knowledge about what sparks students’ interest in the teaching of literary history in upper secondary school. In relation to the introductory lesson in literary history, students’ attitudes were collected through questionnaires and interviews. 286 students from ten classes in five different schools participated, all from various university preparation programmes. Thematic analysis was applied to analyse students’ responses. The analysis showed that themes of (1) content and (2) teachers’ ways of leading and organising the teaching, contributed to spark students’ interest in literary history in various ways. In relation to content, the students’ foregrounded students’ experiences; intertextuality; similarities and differences between different periods; epochs, authors and works; and aesthetic elements. Regarding teachers’ ways of leading and organising the teaching, the students emphasised passion and engagement, content legitimation, interaction and participation, variety, structure and delimitation and grades or de-emphasis on performance. These findings are discussed in relation to theories of interest and teaching.

Research and Practice on the Construction of History Teaching in Vocational Schools

Research and Practice on the Construction of History Teaching in Vocational Schools

Multilayered

Multilayered

Six by Toby Marlow and Lucy Moss

Reviewed by: Sixby Toby Marlow and Lucy Moss Horacio Sierra SIX. By Toby Marlow and Lucy Moss. Directed by Lucy Moss and Jamie Armitage. Brooks Atkinson Theatre, New York City. October 9, 2021. In a theatrical landscape regularly awash with jukebox musicals that cull the catalogs of big-name pop artists such as ABBA, Alanis Morrissette, Gloria Estefan, the Go-Gos, and more, Toby Marlow and Lucy Moss's Sixarrived on Broadway with an original score of radio-friendly hooks, TikTok-ready dance moves, and a racially diverse cast of tabloid-worthy divas that gave legitimate pop stars a run for their money. The musical's selling point is that its supersonic score takes inspiration from King Henry VIII's six wives as much as it does the pop sirens of the last twenty years. This dynamic combination gave the audience the chance to veer from silently thanking their high school history teachers for giving them the ability to laugh at puns about the Protestant Reformation to priding themselves for recognizing choreography indebted to Beyoncé's "Formation." By amalgamating the academic humor of The Complete Works of William Shakespeare (Abridged)with the rhetoric of superficial third-wave feminist pop stars, Sixcreated a frothy but provocative musical that offered bespoke narratives for sixteenth-century women whose travails are all the more relevant in the #MeToo era. Whether on London's West End or the various cruise ships where Sixwas staged before it debuted on Broadway, its creators proved that they found a formula that caters to an audience of pop music–loving millennials and Generation Zers who, in a post-Madonna cultural landscape, are liable to see Catherine of Aragon, Gloria Steinem, and Selena Gomez as equals in the feminist canon. Like a Black Pink music video, Six's plot was threadbare but straightforward enough: the women form a girl group and each one is competing to become the sextet's lead singer. The sole criterion for becoming the leader is winning the audience's applause by proving they suffered the most during their marriage to King Henry VIII. The competition format is more akin to the messy politics of twenty-first-century reality TV shows that pit women against one another rather than the sororal communities portrayed in actual early modern literary works such as Christine de Pizan's City of Ladies(1405), María de Zayas's Desenagños amorosos(1647), and Margaret Cavendish's The Convent of Pleasure(1688). The show's earnest though superficial take on feminist discourse attempts to mirror Zayas's work wherein a safe space is created for women to be candid about the ways in which men belittle, deceive, and murder them without repercussions in a patriarchal society. Six's opening number, "Ex-Wives," encapsulates how the show borrows from the historical lore of England, Broadway, and pop music. Each character is given a verse to flesh out the details of the dreary-but-catchy refrain of "divorced, beheaded, died / divorced, beheaded, survived" à la the imprisoned women of Chicagoin "Cell Block Tango." But unlike the "merry murderesses of the Cook County Jail," these women were unable to exact revenge on their husband. Catherine of Aragon's (Adrianna Hicks) stature as a regal Queen Bee was solidified with its keen homage to Beyoncé at her peak with the fist-pumping "No Way." But more could have been made of how Earth-shattering her divorce was. As the daughter of Europe's most powerful royals, Spain's Catholic monarchs Fernando and Isabel, Catherine was a queen among queens. Her fierce devotion to the Roman Catholic Church and twenty-four-year marriage to the king proved her as a loyal steward of traditional monarchies. Henry's divorce from Catherine ensured that England, Europe, and the world would never be the same as the Reformation ushered in religious wars, geopolitical standoffs, and a refreshing stream of liberal intellectual discourse. Anne Boleyn, played by the addictively charming Andrea Macasaet, garnered hearty laughter every [End Page 77]time she reminded the other wives and audience about the horrors of being beheaded. Lily Allenesque lines such as "The rules were so outdated / Us two wanted...

학교 역사교육과 공공역사 (public history)의 만남, 어떻게 볼까

In production, transmission, communication, consumption, and utilization of historical knowledge, various actors, groups, and institutions of society participate. Public history is based on the social space in which historical descriptions and representations take place. Public history combined with the school history curriculum provides for students an opportunity to recognize history as an activity that produces an endless series of discoveries as an ongoing conversation, not the final truth. It also provides an opportunity to recognize that history produces interpretations that change not only our understanding of the past but also our understanding of ourselves and this era in which we live. In this article, the relationship between school history education and public history, and the definition of public history as a dialectical process of identity struggles taking place in society were reviewed. Next, this article, while examining the formation process of the theory of history education oriented toward civic education, explored the reasons why teachers and researchers paid attention to public history in the process. And the meaning and importance of the above definition were examined. The reasons for paying attention to public history in history education are related to the problems of students'' historical consciousness. Students come into the classroom "with public history" by meeting representations of history in their daily lives. Each student is the subject of historical representation, and experiences the dialectical process of the identity struggle. How does school history education contribute to this student''s life? History teachers, who are designers of learning experience, must stand in a central position to deal with this question, and in many aspects, they need to have a steady opportunity to deal with this question from the teacher training process. Based on the reflection on the characteristics and impact of the history representations experienced by the pre-service teacher himself, I added a class case that attempted to understand the challenges and opportunities that public history poses to school history education.

Discussion on the Effectiveness of Junior High School History Teaching Based on Core Literacy

Discussion on the Effectiveness of Junior High School History Teaching Based on Core Literacy