Reconceptualizing History for Early Childhood Through Early Adolescence

Levstik, Linda S.; Thornton, Stephen J.

doi:10.1002/9781119100812.ch18

Cited by 15 publications

(8 citation statements)

References 75 publications

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“…This perspective on history education acknowledges the importance of historical thinking but also finds that democratic values and emotions are important parts of schooling. Learning history is described as an intellectual and emotional act (Endacott & Brooks, 2018;Levstik & Thornton, 2018). Furthermore, the theoretical understanding of historical empathy as caring may be enriched by acknowledging the understanding that the past affects how we perceive our present and what perceptions and expectations we have on our futurei.e.…”

Section: Historical Thinking and Empathy As Caringmentioning

confidence: 99%

Considering the past and present of Romani in Sweden: secondary school pupils’ thinking and caring about the history of the Romani in national tests

Nolgård

Nygren

2019

Education Inquiry

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In this study, we analyse 126 secondary pupils' responses to national test questions designed to make them think and care about the history of national minorities in Sweden. Using a mixed method approach we find that historical thinking and empathy as caring are tightly interlinked in the responses. In particular, the cognitive act of corroborating historical sources about the treatment of minorities is linked to historical empathy as caringwhile sourcing seems like a separate process. We also find that pupils struggle to link the past to the present and the future more than they do with sourcing and corroboration. Engaging with the past of discrimination of minorities makes pupils take critical positions beyond established dimensions of historical thinking. Our findings highlight how we need to better understand how to scaffold pupils' practical knowledge, skills and attitudes in ideologically and emotionally charged issues.

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Section: Historical Thinking and Empathy As Caringmentioning

confidence: 99%

Considering the past and present of Romani in Sweden: secondary school pupils’ thinking and caring about the history of the Romani in national tests

Nolgård

Nygren

2019

Education Inquiry

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“…Teaching was conducted as historical enquiry (Cooper, 2012;Levstik and Thornton, 2018;Reisman and McGrew, 2018), and the primary learning object was identified as the interpretation of archaeological artefacts during a historical enquiry. The second learning objective was acquiring an intercultural perspective on the Viking age.…”

Section: Methodsmentioning

confidence: 99%

Historical enquiry in primary school: Teaching interpretation of archaeological artefacts from an intercultural perspective

Johansson¹

2019

History Education Research Journal

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This article explores how learning historical interpretation of Viking-age archaeological artefacts from an intercultural perspective could be facilitated through historical enquiry in primary school. Three design principles were formulated for the teaching: (1) enquiry based upon an authentic intercultural question; (2) enquiry with a focus on source interpretation; and (3) enquiry using material culture in the form of archaeological artefacts. Two questions were addressed: first, how did the teaching design and practice facilitate the intended learning, and second, what obstacles to learning were encountered as a result of the design? Research data were analysed qualitatively using contentfocused conversation analysis and variation theory. The findings in relation to the first question indicated that the design principles helped teachers facilitate learning through historical enquiry from an intercultural perspective, and that archaeological artefacts can inspire investigations into history by activating pupils' historical consciousness. The answer to the second question indicated that pupils had difficulties responding to historical enquiries with synthesized inferences based on historical evidence. A revision of the final phase of the enquiry suggests that focus is on discussing reasonable explanations in relation to artefacts, rather than synthesizing historical inferences based on evidence. This study points to possibilities of teaching historical interpretation and intercultural perspectives through historical enquiry in primary school, and suggests that archaeological artefacts can be used to initiate historical learning.

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“…Influential efforts to conceptualize historians' analytical rather than narrative view of the past include those of Wineburg (1991), Seixas (2017), andVan Drie (2013). While these efforts have largely been guided by cognitive approaches aiming for conceptual change, moving students from an everyday frame of reference to an analytical conceptual framework (Levstik & Thornton, 2018), there has, in general, been scarce interest in the type of language needed for realizing this change (Coffin, 2004).…”

Section: Related Researchmentioning

confidence: 99%

Narrative and analytical interplay in history texts: recalibrating the historical recount genre

Kindenberg

2021

Journal of Curriculum Studies

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Based on Systemic Functional Linguistics (SFL) informed genre theory, this paper investigates the interplay between narrative and analytical representations of the past in texts used for history-educational purposes. In this paper, it is argued that the role of narrative merits further attention in history genre descriptions. Thirteen history texts, selected from a lowersecondary history-instructional unit about European colonization, are examined. The examination of stages, narrative elements, and the way historical significance is expressed in these texts arrives at a re-calibration of the historical recount genre suggesting four distinct historical recount types with different configurations of a narrative-analytical interplay. The findings have implications for our understanding of the role of narrative elements in history texts, and further for genre-based approaches to instruction that concern reading and writing history texts.

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Reconceptualizing History for Early Childhood Through Early Adolescence

Cited by 15 publications

References 75 publications

Considering the past and present of Romani in Sweden: secondary school pupils’ thinking and caring about the history of the Romani in national tests

Considering the past and present of Romani in Sweden: secondary school pupils’ thinking and caring about the history of the Romani in national tests

Historical enquiry in primary school: Teaching interpretation of archaeological artefacts from an intercultural perspective

Narrative and analytical interplay in history texts: recalibrating the historical recount genre

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