History, memory cultures and meaning in the classroom

Hawkey, Kate; Prior, Jayne

doi:10.1080/00220272.2010.516022

Cited by 30 publications

(25 citation statements)

References 8 publications

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“…However, the interview data revealed a more diverse and ambiguous image of the relationship between the pupils' perceived identities and their ideas regarding the significance of the history and heritage of slavery. This finding is in line with that of Hawkey and Prior (2011), who also draw a complex picture of the influence of pupils' ethnic identity on their positioning with respect to the national narrative.…”

Section: Conclusion and Discussionsupporting

confidence: 75%

Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance

Savenije

Boxtel

Grever

2014

British Journal of Educational Studies

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Sensitive 'heritage' of slavery in a multicultural classroom: pupils' ideas regarding significance Savenije, G.M.; van Boxtel, C.A.M.; Grever, M. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.

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Section: Conclusion and Discussionsupporting

confidence: 75%

Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance

Savenije

Boxtel

Grever

2014

British Journal of Educational Studies

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“…Educational programs that have been developed to train teachers to be more sensitive to classroom diversity often result only in minor changes in pedagogical thinking, or their results prove to be short lived, even if the program includes encounters with students from various backgrounds (Harris & Haydn, 2006;Virta, 2009). This study supports other research claiming that educating and supporting history teachers in their professional development may benefit when critical reflection on curriculum choices is enriched by addressing more deeply their own insecurities and (in-)sensibilities toward sensitive topics and student audiences (Bickmore & Parker, 2014;Hawkey & Prior, 2011;King, 2009;Zembylas & Kambani, 2012). The results of this study point to the importance of simultaneously addressing teachers' own historical identities, their content knowledge of various perspectives on topics in the past and the present, and their social role in a democracy.…”

Section: Conclusion and Discussionsupporting

confidence: 73%

Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

Klein

2016

Theory & Research in Social Education

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“…The pupils included in the study were willing to learn about 'British' history but wanted to see a curriculum 'that was inclusive of the contributions of other collective groups' (Traille 2006: 160). Hawkey and Prior (2011) also conducted a small-scale study involving 15 students, mostly from minority ethnic backgrounds, in two schools. They highlight a dissonance felt by some minority ethnic students between the types of history young people are exposed to at home and those they encounter in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

The history curriculum and its personal connection to students from minority ethnic backgrounds

Harris¹,

Reynolds

2014

Journal of Curriculum Studies

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Whereas history is seen by some as crucial in developing a sense of identity and fostering social cohesion, it is however, often based around narrowly nationalistic views of the past, and yet little is known about how students relate to the past they are taught. Thus, this paper focuses on the history curriculum and the ways in which students aged 12-14, from different ethnic backgrounds, relate to it. Moreover, the small-scale study which enabled this paper, focused, in particular, on whether students enjoyed and valued history and whether they felt any sense of personal connection to the topics studied. Drawing on survey data collected from 102 students and focus group discussions with 42 students, from two high schools, the findings indicate that although many students enjoy history, they fail to fully understand its value. Additionally most students, especially those from minority ethnic backgrounds, feel a lack of personal connection to the past, as they do not see themselves in the history they are taught.

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History, memory cultures and meaning in the classroom

Cited by 30 publications

References 8 publications

Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance

Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance

Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

The history curriculum and its personal connection to students from minority ethnic backgrounds

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