Exploring historical thinking and agency with undergraduate history students

Nye, Adele; Hughes‐Warrington, Marnie; Roe, Jillian; Russell, Penny; Deacon, Desley; Kiem, Paul

doi:10.1080/03075071003759045

Cited by 24 publications

(15 citation statements)

References 24 publications

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“…Context‐aware teaching, with attentiveness to students' cultural capital and their prior knowledge of the topic, is a salient characteristic of good pedagogical practice (Booth, ; Salvatori, ). Promotion of tolerance and respect for sensitivities is compatible with historical thinking (Nye et al, ). As Anna Clark () observes, “progressive pedagogies are conflated with increasingly critical and inclusive readings of the past” (p. 534).…”

Section: Confronting the Anzac Myth In Higher Educationmentioning

confidence: 77%

Treading on sacred ground? Confronting the Anzac myth in higher education

Kilmister¹,

Bennett²,

Ford³

et al. 2017

History Compass

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The Anzac legend, with its firm grip on popular abstractions of Australian history, nationhood, and identity, incites trepidation in the university History teacher like few other topics. Casting a critical eye over the Anzac metanarrative can also be disquieting for students unfamiliar with scholarly History and method because their conceptions of identity, both individual and national, are disrupted. In the tertiary classroom, popular understandings collide not only with scholarship but also with professional and ethical requirements. In a generic History course, which includes many teacher education students, our trepidation to teach Anzac is highlighted. We argue that many young people belong to a state‐sanctioned conceptualisation of Anzac. This highly nationalistic interpretation is partly reinforced in schools, by certain sections of the media as well as other corporate and political interests. Prompted by the centenary of Anzac, the article suggests that an appreciation of students' existing knowledge and conceptions of the subject become the starting point for engaging with such a contentious topic. This is especially important because the Anzac legend is an evolving, malleable myth that means different things to different people. The article argues that eliciting students' views on Anzac as an entry point enables tertiary teachers to craft strategies to overcome the resilience of the myth.

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Section: Confronting the Anzac Myth In Higher Educationmentioning

confidence: 77%

Treading on sacred ground? Confronting the Anzac myth in higher education

Kilmister¹,

Bennett²,

Ford³

et al. 2017

History Compass

View full text Add to dashboard Cite

show abstract

“…However, early findings of the national scoping study on historical thinking provided an overview of the history discipline (Nye et al 2009(Nye et al , 2011 and research promoting the development of the disciplinary teaching and learning standards (Brawley et al 2011). Both findings have added to the Australian discourse.…”

Section: Literaturementioning

confidence: 99%

“…Locating the self in the narrative of history was intrinsically linked to effective historical thinking and authentic engagement with the discipline (Nye et al 2011). The overt intention was to immerse the student in an embodied and conceptual pedagogy: the aim being to facilitate independent critical thinking as a student teases apart the layers of historical narratives.…”

Section: The Located and Discerning Selfmentioning

confidence: 99%

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Global Innovation of Teaching and Learning in Higher Education

Layne

Lake²

2015

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Volume 11Professional Learning and Development in Schools and Higher Education disseminates original, research informed writing on the connections between teacher learning and professionalism in schools and higher education. Global in their coverage, the texts deal with the problems and practices of the field in different national and international cultural, policy and practice contexts. The methodology employed encompasses a broad spectrum of conceptual, theoretical, philosophical and empirical research activities. The series explicitly encompasses both the fields of schools and higher education. The subject areas covered by the series are: professional learning in schools; contexts for professional learning; professional learning in higher education; change; the (new) meanings of professionalism in schools and higher education; training and development in schools and higher education; the 'well-being' agenda in schools and higher education; autonomy, compliance and effectiveness in schools and higher education; principal leadership in schools and higher education; middlelevel leadership in schools and higher education. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through Rights Link at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Printed on acid-free paper Foreword by James Wisdom Global Innovation of Teaching and Learning in Higher Education: Transgressing BoundariesThis is an ambitious book, for reasons which signal t...

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“…Wang and Peng (2017) extended the notion of mindful agency by explicitly connecting agency theories (Carter and Sealey, 2000; Hazel et al, 2008; Bown, 2009; Gao, 2010; Adele et al, 2011), hope theories (Snyder et al, 2002), self-determination theory (Deci and Ryan, 1985, 2000; Koestner and Losier, 2002), flow (Csikszentmihalyi, 1990; Engeser et al, 2005), mindfulness (Langer, 1993, 1997, 2000; Brown and Ryan, 2003; Kabat-Zinn, 2003, 2005), and acceptance and commitment therapy (Hayes, 2004; Hayes et al, 2006). Further, they revised the comprehensive psychometric tool and identified a five-dimension structure of mindful agency by exploratory and confirmatory factor analysis using two different cohorts of Chinese undergraduate students.…”

Section: Introductionmentioning

confidence: 99%

Awareness and Awakening: A Narrative-Oriented Inquiry of Undergraduate Students' Development of Mindful Agency in China

et al. 2017

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The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined.

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Exploring historical thinking and agency with undergraduate history students

Cited by 24 publications

References 24 publications

Treading on sacred ground? Confronting the Anzac myth in higher education

Treading on sacred ground? Confronting the Anzac myth in higher education

Global Innovation of Teaching and Learning in Higher Education

Awareness and Awakening: A Narrative-Oriented Inquiry of Undergraduate Students' Development of Mindful Agency in China

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