Postcolonial history education: Issues, tensions and opportunities

Brett, Peter; Guyver, Robert

doi:10.52289/hej8.210

Cited by 5 publications

(5 citation statements)

References 14 publications

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“…Is agency attributed to marginalized groups, or is history viewed only from the majority perspective? Looking at post-colonial history, for example, the question is whether history lessons reveal the scope for action of subaltern groups, or at least offer opportunities to reflect on this (Brett & Guyver, 2021;Hinz & Meyer-Hamme, 2016). A post-colonial viewpoint additionally enables a "critique of Eurocentric narratives and discussion of a global historical perspectivization of (colonial) history", as well as prompting "reflection on one's own presuppositions and stereotypes" and permitting a critique of Eurocentric terms "such as 'nation' or 'tribe'" (Bernhard, 2016, p. 114).…”

Section: Diversity and History Teachingmentioning

confidence: 99%

Addressing diversity: An analysis of German curricula for history

Barsch

2024

HERJ

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This article analyses the extent to which German history curricula address aspects of diversity. The curricula are analysed in terms of whether they include diagnostic phases to identify students' individual interests. It also examines whether the historical experiences of minorities and the agency of subaltern groups are addressed. The extent to which the curricula abandon a Eurocentric perspective and integrate global historical aspects will also be considered. Methodologically, the curricula of two main school types in all German states were analysed by means of a qualitative content analysis. The focus was on curricula for lower and upper secondary schools. The results show that diversity is usually addressed only from the perspective of established narratives. A national and Eurocentric history continues to dominate the curricula. Only a few curricula explicitly address the diagnosis of students' performance and ideas. Finally, the paper discusses the evolving nature of curricula, influenced by societal needs and growing sensitivity to social diversity. It highlights the need for future research on diversity in teacher education and the practicality of implementing complex concepts such as postcolonial thought in the classroom. More empirical research is needed on current curricula and the teaching of history in different regions and types of school.

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Section: Diversity and History Teachingmentioning

confidence: 99%

Addressing diversity: An analysis of German curricula for history

Barsch

2024

HERJ

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“…Den utfordringa som følgjer av dette, har dermed også ein tydeleg fagdidaktisk dimensjon: Korleis og med kva fagleg inngang kan det bli undervist i temaet? Mitt fagdidaktiske utgangspunkt for å diskutere slike spørsmål er historiedidaktikken, der det internasjonalt har vore gjort noko arbeid på kva ei postkolonial historieundervisning kan vere (Brett & Guyver, 2021;Gorbahn et al, 2019;International Society for History Didactics, 2014;Nordgren & Johansson, 2015). Her er eg derfor meir spesifikt interessert i å undersøke naerare på kva måtar historieundervisning kan utvikle innsikta til elevane i norsk kolonial medverknad.…”

Section: Innleiingunclassified

Frå norsk eksepsjonalisme til provinsialisering av det norske? Didaktiske mogelegheiter med postkoloniale perspektiv

Fagerheim Kalsås

2024

NTPK

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Rasistiske strukturar i det norske samfunnet byggjer i dag på førestillingar om norsk eksepsjonalisme (Jensen & Loftsdóttir, 2012, s. 2) og manglande anerkjenning av nordisk kolonial medverknad (Vourela, 2009). Med inspirasjon frå postkolonial teori har tidlegare studiar av historieundervisninga i skulen peika på at undervisninga fører til at slike førestillingar blir reproduserte (Jore, 2018; Mikander, 2015; Rastas, 2012). Samstundes har det vore lite utforska kva didaktiske inngangar og perspektiv postkolonial teori kan gi historieundervisninga. Grunnlaget for denne artikkelen er at eg har lese nokre sentrale tekstar om postkolonial historieskriving (Chakrabarty, 2008; Guha, 1988; Spivak, 1988) med eit blikk for kva perspektiv og inngangar desse posisjonane kan gi for ei historieundervisning som siktar mot å utfordre førestillingar om norsk eksepsjonalisme og synleggjere fortidig nordisk kolonial medverknad. I artikkelen peikar eg på det didaktiske potensialet som ligg i nokre av desse perspektiva for ein norsk skulekontekst. English abstract From Norwegian Exceptionalism to Provincializing the Norwegian? Didactical Possibilities With Post-Colonial Perspectives Racism in Norwegian society is grounded in notions of Norwegian exceptionalism (Jensen & Loftsdóttir, 2012, s. 2) and a lack of acknowledgment of Nordic colonial complicity (Vourela, 2009). Previous studies of history education have used post-colonial theory to show that teaching history leads to reproducing such notions (Jore, 2018; Mikander, 2015; Rastas, 2012). However, little work has been done on what didactical potential and perspectives post-colonial theory can give to alternative ways of teaching history. The basis for this article is my reading of some central texts within post-colonial history writing (Chakrabarty, 2008; Guha, 1988; Spivak, 1988), and my exploration of what kind of perspectives and points of departure these texts can provide for an alternative history teaching, that aims towards challenging notions of Norwegian exceptionalism and render visible Nordic colonial complicity. The article highlights some of the didactical potential in these perspectives for history teaching in a Norwegian context.

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“…Some attempts have been made to adopt multicultural approaches to world history projections. In these, however, there are some dangers and resistance (Kocka, 2012;Brett and Guyer, 2021), such as the need for some minority groups to maintain identity spaces (Sabzalian, 2019). Currently, diversity and multiperspectivity seem to be core concepts for history education from global perspectives (Fontana, 2013;Kropman et al, 2021), attending Fillafer's consideration: "If we want to dislodge the structuring assumptions connected with globality, interrogating the premise that the world has one history is a good way to start."…”

Section: Critical Global Citizenship Education In Social Studiesmentioning

confidence: 99%

Critical Global Citizenship Education: A Study on Secondary School Students

2022

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This article describes a study conducted in Catalonia (Spain) that examines the dimensions of global citizenship education (GCE) that emerge when secondary school students analyse images taken from the digital platforms of the mainstream media. We followed a mixed methodology for the research. To analyse the data, we employed content analysis, in the form of descriptive and inferential statistics. The results show that students in the final year of compulsory secondary education (aged 15–16) have great difficulty with analysing the information and images contained in media from a global citizenship perspective. While students tend to adopt a perspective of social responsibility, they do not have the tools necessary for critical interpretation of social facts and problems; they are still less able to formulate arguments or make decisions relating to actions within the parameters of social justice.

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Postcolonial history education: Issues, tensions and opportunities

Cited by 5 publications

References 14 publications

Addressing diversity: An analysis of German curricula for history

Addressing diversity: An analysis of German curricula for history

Frå norsk eksepsjonalisme til provinsialisering av det norske? Didaktiske mogelegheiter med postkoloniale perspektiv

Critical Global Citizenship Education: A Study on Secondary School Students

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