Joinedup History: New Directions in History Education Research

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This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools?

Show more Show less. Foster, University of London, UK. Log In New account. Got to Shopping Cart. Throughout the past, decisions of those in power have had an effect on the humblest in any society, and in looking at history through Commonwealth eyes, the effects of colonisers on the colonised are a significant part of the story, especially in relation to impact on the culture and lifestyles of First Nation Indigenous peoples, but not forgetting the subsequent renegotiation of the nature of civil society where there have been dialogues which are continuing between those who hold positions based on fundamentally different ontologies see the work of Makere Stewart-Harawira, , and of Judith Binney, The use of slave labour especially in the Caribbean is a very significant and indeed very sad story, and yet so is the story of those who attempted to stop it and eventually succeeded.

But the parallel histories of settlement and its impact have become a focus for historians e. Human rights infringements, injustices and inequalities still persist, but a good history education is one way of raising awareness of how these things occur, how they were dealt with in the past and how they might be avoided in the future. Nevertheless public memory can be confirmed or even sometimes challenged by private or family memory. Political initiatives to create a collective memory or a collective identity can be seen in a number of ways.

For example as a civic, citizenship-led project, a collective civic identity might be associated for example with forms of constitutional patriotism, representing a kind of politically neutral or centrist space. What becomes problematic and potentially exclusive is the party-political collectivisation of identity and memory. The Commonwealth as an organisation offers a supranational and transnational dimension and indeed network which can be drawn upon in history education. There are already several Commonwealth members, but Africa, Asia and the jurisdictions in the Caribbean and Pacific are under-represented.

I see this new suggestion as a model which borrows from HEIRNET-IJHLTR but seeks to offer to the full range of Commonwealth jurisdictions the opportunity for history-humanities-social studies professionals but also for their students of all ages to belong to inclusive networks that embrace primary, secondary, further and higher education and beyond. One other concern which is very real in some Commonwealth countries is the growth of various forms of jihadist radicalism and associated ideologies, both political and religious.

Clearly these movements go against the spirit of the Charter of the Commonwealth, but they do have followers who are individually and collectively caught up in identity crises, often characterised by an inability to go beyond this particular form of self-identity. The work of Gail Weldon on South Africa and Rwanda about the need for a moral imagination and b understanding of how to address the psychological aspects of the inter-generational transfer of traumatic memory is very relevant here, and history education, religious studies education and citizenship education can serve to provide opportunities for standing in the shoes of others with very different backgrounds, and sometimes on distant shores.

This approach can help students to see why other people have different identities and memories that are important to them. But perhaps even more important is the need to appreciate why the kind of civil society promoted by the Commonwealth is a strength in guaranteeing a free and democratic society at home and international harmony overseas.

I would suggest nine headings although the second has two sub-headings , each with an area which could be addressed by a text entry. The headings may be changed or added to over time. These entries would be specific to individual Commonwealth jurisdictions; separate entries for sub-jurisdictions with their own arrangements would be necessary or can be indicated as separate work that is needed if history-humanities-social studies curricula are different in different sub-jurisdictions.

Historical and geographical background — a section giving the historical background to the jurisdiction and any relevant geographical information this could be linked to the history and geography sections of the jurisdiction within the official Commonwealth website, e. Opportunities for Museum and Heritage Education — details of museums and heritage sites that offer particularly rich educational opportunities.

Other websites — details of any other websites which relate to any of the above questions e. Relevant references — references to any writings which address any of the ten points above or any of these additional supplementary areas. Educational networks — information about whether the jurisdiction is already linked in an educational network with another Commonwealth or other country. Learning about the Commonwealth — information about whether there is an element of this in any educational structures within the main jurisdiction or sub-jurisdictions if not then suggestions about how this might be relevant or how it might be developed.

Contact person or persons — the name or names of a contact person or persons who might be willing a to find suitable people to fill in for the jurisdiction text for points in the survey and for the supplementary areas; and b to act as a facilitator for the jurisdiction or sub-jurisdiction, prior to setting up a network of Commonwealth history educators. Phase 2 — Analysis, evaluation and comparison through coding and categorisation.

The Present in Flemish Secondary History Educat – McGill Journal of Education – Érudit

This is the equivalent of the data analysis stage of a research project but it leads into an action research cycle. The survey in Phase 1 will yield sufficient data for there to be qualitative and quantitative categorisation of the results. It might be necessary to have groupings of jurisdictions by size or geographical area as well as by similarity and difference in historical trajectory or development. For example one finding might be about the nature of the relationship between public debate and curriculum structures, although it is important not to over-politicise this project but to look at it mainly as an opportunity for collaboration.

A possible hypothesis might relate to whether a strong or a weak public debate is more or less likely to lead to different kinds of curriculum structures. Different economic pressures over time will have had different effects. However beyond theorising it would be important to identify themes and content which could shared between potential partners in the next stage. Phase 3 — Action research across the Commonwealth could be across different continents but not necessarily on shared content and shared approaches, pedagogies and methodologies.

Various landmarks in economic and technological development are also among matters the significance of which can be discussed. The adjustments that were necessary to address wrongs done in colonial times will have similarities and differences across the Commonwealth. This third phase of the project would offer opportunities to develop historical comparisons in content through study units and resources within long-term thematic or tighter chronological boundaries especially to study these common experiences and shared histories.

This has had considerable influence across Canada, in the USA and elsewhere in the world. It has also been developed at the senior phase in New Zealand see work by Sheehan ; ; [with Taylor] and Harcourt and Sheehan, Research into the inter-generational transfer of traumatic memory has been applied in a comparative study by Gail Weldon based in Cape Town of post-conflict curricula in South Africa and Rwanda building also on the work of Lederach and Volkan in her PhD, , and in her chapter in Guyver ed.

They could be set into the curriculum frameworks of the jurisdictions involved and include reference to resources primary and other as well as other influential texts for content or approach.

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The shared examination of significant problems, issues or episodes would be another promising way ahead. Phase 4 — Reporting on Phase 3 within the website and the setting up of a new organisation and network, with a suitable name, e. Commonwealth History Education Network , with an annual conference rotating around the Commonwealth supported by a new peer-reviewed journal with Commonwealth-wide editorial board possible title: Commonwealth History Education Review draft titles at this stage. Another parallel development might be setting up a Commonwealth Historical Association with a website and an online journal designed for teachers, e.

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Teaching History in the Commonwealth. Ashby, R.


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Cooper, H. Counsell, C. Chughtai, M. Doctoral dissertation, Harvard Graduate School of Education. InstRepos ] [accessed 9 April ].

Joined-Up History: New Directions in History Education Research

Haydn, T. London: Routledge. Lederach, J.

Toronto: University of Toronto Press, Light, A. Keown, P.