Engaging transitional justice in Australian history curriculum: Times, temporalities and historical thinking

2021 ◽  
pp. 1-24
Author(s):  
Matilda Keynes
Keyword(s):  
Transitional Justice ◽  
Historical Thinking ◽  
History Curriculum ◽  
Australian History

Israeli history curriculum and the conservative - liberal pendulum

2013 ◽  
Vol 11 (2) ◽  
pp. 111-124
Author(s):  
Tsafrir Goldberg ◽  
David Gerwin
Keyword(s):  
Critical Thinking ◽  
World History ◽  
Historical Thinking ◽  
Nation State ◽  
Right Wing ◽  
Multiple Sources ◽  
History Curriculum ◽  
National Movement ◽  
New Policies ◽  
Analytic Stance

At sixty-four Israel is still a comparatively young nation state, just passing from the 'developing' to the 'developed' phase. It has had five different history curricula for the Jewish 'Mamlakhti' (public non-religious) and the Arab sectors, which account for the majority of the students. For the first five decades the history curriculum did not ignite much controversy. The first curriculum was a rallying curriculum centered on the Jewish national movement and the establishment of Israel. In 1975 an 'academized' curriculum incorporated historical thinking goals – a move away from just an identification stance and towards an analytic stance. The mandatory baccalaureate examination, however, pushed for memorization and coverage. The fourth curriculum in 1993 integrated Jewish and world history with a slightly greater emphasis on world history, covered Israel's first three wars, and historical Jewish Diasporas and ethnicities. One textbook in the late nineties included cases of the deportation of Palestinian civilians during Israel's independence war. The decade since the turn of the millennia has been turbulent and inconsistent. New 'heritage' projects sponsored by right-wing Ministers of Education have alternated with curriculum emphasizing critical thinking, interpretation and multiple sources. The pendulum swung from expressive populist ethnocentricity to critical inquiry and diversity and back. New policies are haphazardly and partially enforced until a rival coalition reaches power and 'debates' curricula by publicizing the attempts to undo or alter them. Little attention was given to the ways teachers or students actually enacted and perceived the curriculum.

scholarly journals Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

2021 ◽  
Author(s):  
Aditya Widiadi
Keyword(s):  
Critical Pedagogy ◽  
Secondary Students ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Historical Event ◽  
Control Group ◽  
Multiple Sources ◽  
Historical Sources ◽  
History Teachers ◽  
History Curriculum

<p><b>This thesis examines how secondary students in Indonesia develop historical thinking skills through analysing documents and interpreting textbooks on a key historical event in Indonesia’s independence: the battle of Surabaya. Developing historical thinking skills poses a particular challenge in an Indonesian setting. Although history education has been largely aimed at fostering a spirit of nationalism and patriotism among younger people, the recent history curriculum (2013) requires teachers to foster historical thinking skills with their students. This poses a significant challenge for teachers who typically rely on lectures and textbooks with an official government perspective. Even those teachers who are motivated, have difficulties in accessing primary sources needed to stimulate students’ historical thinking. </b></p><p>There is a gap in the literature on historical thinking in Indonesia, and this research project contributes to how these challenges can be addressed. To examine how learning history through analysing documents and interpreting textbooks contribute to students’ historical thinking skills, this study was informed by the theoretical perspectives of critical pedagogy, cognitivism, threshold concepts, and connectivism. To collect and analyse the data, this study used a mixed methods intervention design. Participants in this study involved three history teachers from three different schools and 11th grade students (n = 191, age 16-19) that were divided into control and experimental groups. By using six data collection instruments, both quantitative and qualitative, this study conducted two phases of learning interventions. </p><p>Findings of this study show that analysing documents and interpreting textbooks (ADIT learning model) contributes to the development of students’ historical thinking skills. This was demonstrated by the experimental group who progressed better than those of the control group. However, both groups of students were challenged, especially when dealing with multiple sources and establishing their interpretative position. The findings of this study also show that the advancement of students’ historical thinking skills was closely related to students’ complex epistemic beliefs about history. Learning through analysing documents and interpreting textbooks, as well as using web-based historical sources, has proven to foster students’ historical thinking skills.</p>

scholarly journals Using mixed methods to capture complexity in an empirical project about teachers' beliefs and history education in Austria

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Roland Bernhard
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
History Education ◽  
Historical Thinking ◽  
Quantitative Methodology ◽  
Research Projects ◽  
History Teachers ◽  
Qualitative And Quantitative ◽  
History Curriculum ◽  
Research In Education

In international methodological literature, and in the literature about research in education in general, mixed-methods research (MMR) has been identified as a means to get deeper and broader insights, and to validate findings in research projects. Nevertheless, so far there has not been much reflection upon mixed methods in the history education research community. In this article, some advantages of the concept will be presented, drawing on international methodological literature. It will ask how these advantages may be used in research projects in history education to get richer findings. This paper will present an Austrian mixed methods project, and will reflect upon the experience of using qualitative and quantitative methodology in it. The Competence and Academic Orientation in History Textbooks (CAOHT) and Epistemic Beliefs of Austrian History Teachers after the Paradigm Shift to Historical Thinking (EBAHT) projects researched the beliefs of history teachers and history teaching nearly a decade after the reform that changed the Austrian history curriculum from content orientation to domainspecific competence orientation (historical thinking). Sequential qualitative–quantitative triangulation study has made it possible to capture some of the complexity of such an undertaking, more than would have been possible using a mono-method design. To base a survey on a previous qualitative study can help to interpret the context of the statistical results, put into perspective the answers and see relations that are difficult to detect when relying on a mono-method design. Also, when there is corroborating evidence from qualitative and quantitative data, conclusions may be drawn with more confidence, and generalization of qualitative findings becomes possible.

scholarly journals Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

2021 ◽  
Author(s):  
Aditya Widiadi
Keyword(s):  
Critical Pedagogy ◽  
Secondary Students ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Historical Event ◽  
Control Group ◽  
Multiple Sources ◽  
Historical Sources ◽  
History Teachers ◽  
History Curriculum

<p><b>This thesis examines how secondary students in Indonesia develop historical thinking skills through analysing documents and interpreting textbooks on a key historical event in Indonesia’s independence: the battle of Surabaya. Developing historical thinking skills poses a particular challenge in an Indonesian setting. Although history education has been largely aimed at fostering a spirit of nationalism and patriotism among younger people, the recent history curriculum (2013) requires teachers to foster historical thinking skills with their students. This poses a significant challenge for teachers who typically rely on lectures and textbooks with an official government perspective. Even those teachers who are motivated, have difficulties in accessing primary sources needed to stimulate students’ historical thinking. </b></p><p>There is a gap in the literature on historical thinking in Indonesia, and this research project contributes to how these challenges can be addressed. To examine how learning history through analysing documents and interpreting textbooks contribute to students’ historical thinking skills, this study was informed by the theoretical perspectives of critical pedagogy, cognitivism, threshold concepts, and connectivism. To collect and analyse the data, this study used a mixed methods intervention design. Participants in this study involved three history teachers from three different schools and 11th grade students (n = 191, age 16-19) that were divided into control and experimental groups. By using six data collection instruments, both quantitative and qualitative, this study conducted two phases of learning interventions. </p><p>Findings of this study show that analysing documents and interpreting textbooks (ADIT learning model) contributes to the development of students’ historical thinking skills. This was demonstrated by the experimental group who progressed better than those of the control group. However, both groups of students were challenged, especially when dealing with multiple sources and establishing their interpretative position. The findings of this study also show that the advancement of students’ historical thinking skills was closely related to students’ complex epistemic beliefs about history. Learning through analysing documents and interpreting textbooks, as well as using web-based historical sources, has proven to foster students’ historical thinking skills.</p>

Contested war remembrance and ethnopolitical identities in Kosovo

2018 ◽  
Vol 46 (3) ◽  
pp. 471-483 ◽  
Author(s):  
Bekim Baliqi
Keyword(s):  
Shared Memory ◽  
Civic Education ◽  
Transitional Justice ◽  
Peace Building ◽  
Evidence Based ◽  
History Curriculum ◽  
Divided Society ◽  
Key Aspects ◽  
The Relationship

This paper examines the relationship between political power and war remembrance by considering the way war remembrance occurs in a divided society. The purpose of this paper is to explore memory of the violent past and its uses as an ongoing arena of disputes between former adversaries and within ethnopolitical groups pushing their distinct versions of memory. Moreover, this paper examines three key aspects of the politics of remembrance: prevalent narratives, arenas of commemoration, and agencies of war remembrance, based on the case study of Kosovo. The postwar narrative and commemoration in Kosovo have evolved along ethnic lines, perpetuating antagonism and conflicting identities. Memorialization in Kosovo raises serious challenges for comprehensive transitional justice and reconciliation between these ethnic groups. The paper concludes that through appropriate civic education, critical inquiry of commemoration practices, and especially through evidence-based adaptation of the history curriculum, there is a chance to promote a culture of shared memory and to establish inclusive politics of remembrance in Kosovo, as crucial components of reconciliation and peace-building.

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