The Difficult Relationship Between the History of the Present and School History in Greece; Cinema as a "Deus Ex Machina"?; Results Arising from a Research Programme with Students

Kokkinos, George; Kimourtzis, Panayotis; Lemonidou, Elli; Gatsotis, Panayotis; Trantas, Petros

doi:10.18546/herj.12.1.04

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“…Arguably, these teachers favoured cultural-celebration views on intercultural history teaching stemming out of a rather folkloristic form of culturallyrelevant history teaching. Moving a step forward, a second group of teachers, argued for the multiperspectivity approach that allows for students' critical and reflective thinking, on "tough topics" that even today teachers may "fear" to address (Kokkinos and Gatsotis, 2010;Angelakos, 2012). These teachers explained that through multiperspectivity they may cultivate students' historical knowledge, conscience, and empathy that go beyond the dominant (and often nationalistic) narrative.…”

Section: Discussionmentioning

confidence: 99%

What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict

Hajisoteriou,

Solomou,

Antoniou

2023

Front. Educ.

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IntroductionIn our globalised world, the goal of cultivating a rigid national identity through school history should be replaced by the goals of developing global citizenship and safeguarding democracy. School history should thus balance the feeling of belonging to the state with the feeling of being a global citizen by building students’ intercultural competence through historical thought, conscience, and empathy. To this end, the main purpose of this research is to examine teachers’ perceptions of the best teaching strategies and practices to cultivate students’ intercultural competence through history education.MethodsThe study is implemented in Cyprus, as it provides for a context of conflict, in which history education is called to play a catalytic role in building reconciliation. Interviews were carried out with 18 high-school history teachers.ResultsBased on teachers’ perspectives, three thematic categories emerged from the data analysis; namely: (a) history teaching through an interdisciplinary approach, (b) history teaching through historical sources, and (c) history teaching through collaborative learning.DiscussionThe study bears wider implications for history curricula, teaching methodologies, and teachers’ training.

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Section: Discussionmentioning

confidence: 99%