Historical Understanding among Adolescents in a Multicultural Setting

Seixas, Peter

doi:10.2307/1179994

Cited by 95 publications

(84 citation statements)

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“…That all participants emphasized the importance of including and acknowledging heritage histories is not surprising in light of the existing research in this area (Epstein, 1998;Peck, 2010;Seixas, 1993). Cross case analysis reveals fundamental differences in how the Secret War, the Cultural Revolution, and the Holocaust are constructed within the narratives of these three classrooms.…”

Section: Discussionmentioning

confidence: 93%

“…Using photo sequencing prompts, Barton and McCully (2010) found that 253 students in Northern Ireland between the ages of 11 and 14 using photo sequencing prompts were facile at using resources from "home, school, popular culture, and the community" (p. 156) to construct historical narratives. Seixas (1993) conducted an in-depth qualitative study of six eleventh grade students from nonmajority backgrounds, which revealed that the "students' social studies classes have been apparently unable to integrate the insights from their family experiences into their formal historical study" (p. 321).…”

Section: Collective Memory and Narrative In History Educationmentioning

confidence: 99%

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Parents', Students', and Teachers' Beliefs about Teaching Heritage Histories in Public School History Classrooms

Levy

2016

The Journal of Social Studies Research

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This qualitative study examines the expectations and beliefs parents, students, and teachers have about the teaching of heritage histories in public high schools. Students from three heritage groups, as well as their parents and teachers, were interviewed to shed light on this complex, often silent, relationship. This study is grounded in literature about the purposes of history education, historical distance, and collective memory/heritage, which give shape to and help to explicate some of the more complex issues inherent in the teaching of heritage histories. Participants included four Hmong students, three of their parents, and their teacher in St. Paul, Minnesota; eight Chinese students, nine of their parents, and their teacher in Elmdale, California; and five Jewish students, five of their parents, and their teacher in Maple Lake, Illinois. Findings indicate that the three stakeholder groups believe that the public school history classroom is an appropriate and desired place for heritage histories to be taught. This is complicated, however, by several factors: the placement of the heritage history narratives within larger curricular and mainstream narratives, how the teachers choose to incorporate the heritage narratives into the formal classroom curriculum, and the changing nature of historical and generational distance.

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Section: Discussionmentioning

confidence: 93%

Section: Collective Memory and Narrative In History Educationmentioning

confidence: 99%

Parents', Students', and Teachers' Beliefs about Teaching Heritage Histories in Public School History Classrooms

Levy

2016

The Journal of Social Studies Research

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“…Yet we still know little about the ways in which young people are interested in the past, and how teachers might effectively engage with and respond to their views and interests about the past, in order to influence their learning. Previous research points to gender differences in historical interest, and differences in prior knowledge related to ethnic and religious backgrounds, and family experiences that strongly influence the way in which students understand 'official history' (Seixas 1993, Angvik and Von Borries 1997, Stearns 2000, Wineburg 2000, Barton andLevstik 2004, Durrani andDunne 2010).…”

mentioning

confidence: 99%

High school students’ views on history

Grever

Pelzer

Haydn

2011

Journal of Curriculum Studies

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“…Nonetheless, literature on different elements of PCK for teaching and history has steadily grown over the past two decades. This work has detailed ways students process historical texts, use evidence, understand and misunderstand historical concepts, and engage in historical empathy (Davis, Yeager, & Foster, 2001;Lee, 2005;Seixas, 1993;Shemilt, 2000;Voss, Wiley, & Kennet, 1999;Wineburg, 1991). Further, researchers have explored connections between teacher, subject matter knowledge, and disciplinary history instruction (Bain & Mirel, 2006;Carretero & Voss, 1994;Evans, 1994;Grant & Gradwell, 2010;Harris & Bain, 2011;Hartzler-Miller, 2001;McDiarmid, 1994;Wilson & Wineburg, 1993).…”

Section: Pck For Teaching Historical Reasoningmentioning

confidence: 99%