Discursive differences in teaching the Brown v. Board of Education of Topeka decision and the preservation of narratives of American progress

This qualitative case study research explores the discursive practices of three White secondary US history teachers while teaching about the Brown v. Board of Education of Topeka Supreme Court decision. Using critical discourse analysis as a methodology, this study examines teachers’ use of naming, verb tense and presupposition to explore the subtle differences in meaning conveyed to students about the Brown decision and how these differences correspond with teachers’ historical knowledge and beliefs about the goal and role of teaching history. In revealing these discursive differences in historical narratives, this study demonstrates how master narratives of American progress rooted in hegemonic Whiteness are upheld or disrupted, and sometimes both. This study supplements existing research about the teaching and learning about the history of Brown and raises questions about the different historical narratives presented to students even when purportedly covering the same topics.

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Teaching History of Bravery and the Politics of Textbooks in Nepal: A Critical Discourse Analysis

SCHOLARS: Journal of Arts & Humanities ◽

10.3126/sjah.v3i2.39417 ◽

2021 ◽

Vol 3 (2) ◽

pp. 24-36

Author(s):

Saroj G.C.

Keyword(s):

Discourse Analysis ◽

Critical Discourse Analysis ◽

Critical Discourse ◽

Historical Narratives ◽

Government School ◽

Teaching History ◽

History Of ◽

The Government ◽

Historical Accounts ◽

The Cost

This paper examines a saga of the brave history of Nepal which has often been part and parcel of school education in Nepal. The brave history in the textbooks has been treated as a means of enlightenment and a catalyst to cultivate national character. On close inspection, however, teaching history embarks a political enterprise – an articulation of interest to shape the idea of the citizenry. Using the method of critical discourse analysis and post-historicist ideas, this paper takes historical accounts attributed to three pillars of the national narrative of brave history – Bhimsen Thapa, Balbhadra Kunwar, and Prithvi Narayan Shah, as depicted in the government school textbooks for analysis. The paper examines how the history of bravery has been negotiated and maintained as a comfortable and simplistic narrative at the cost of teaching history more critically in order to inform students and examine emerging questions about the national heroes by excluding the other side of historical narratives. Finally, this paper proposes education at any level cannot be taken as value-neutral, and history should be studied historically.

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Rancang Bangun Game Dreamcatcher : War Of Surabaya Dengan Permodelan Scrum

INTEGER: Journal of Information Technology ◽

10.31284/j.integer.2018.v3i2.309 ◽

2018 ◽

Vol 3 (2) ◽

Author(s):

Boby Ferdianza

Keyword(s):

Teaching And Learning ◽

Science Learning ◽

Educational Game ◽

Learning History ◽

The Past ◽

Teaching History ◽

New Learning ◽

History Of ◽

Main Factors ◽

Games Teaching

History belongs to a compulsory element in the teaching and learning at school. It can help students to know and more appreciate the past events. The number of history materials taught at school sometimes causes difficulty for students to learn. The lack of facilities and learning media which can attract student’s interest becomes the main factors of student’s difficulty in learning Social Science. Learning medium is very vital to determine what materials students can learn. One of solutions to solve difficulty in learning history is by creating new learning medium in the form of educational game as it can arouse student’s ability in thinking. One of the games teaching history particularly the history of Surabaya is Dreamcatcher: War of Surabaya. This game was designed based on historical events in Surabaya composed in an attractive story. It is completed with quiz to improve student’s memory. Game “Dreamcatcher: War of Surabaya” can be played with android platform and it is considered successful in teaching the history of Surabaya as it could improve students’ abilities on Surabaya history by 113.7% based on the results of pre-and post-tests.

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From teaching history of economic thought to teaching and learning with historical perspectives

Teaching the History of Economic Thought ◽

10.4337/9781788113489.00008 ◽

2018 ◽

pp. 49-64

Author(s):

Daniela Tavasci

Keyword(s):

Teaching And Learning ◽

Economic Thought ◽

History Of Economic Thought ◽

Historical Perspectives ◽

Teaching History ◽

History Of

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Características Enunciativas Presentes em Textos Históricos de Divulgação Científica e Possíveis Contribuições ao Ensino

História da Ciência e Ensino construindo interfaces ◽

10.23925/2178-2911.2020v21p103-123 ◽

2020 ◽

Vol 21 ◽

pp. 103-123

Author(s):

Filipe Silva de Oliveira ◽

Edson José Wartha

Keyword(s):

Science Teaching ◽

Historical Narrative ◽

Historical Narratives ◽

Historical Texts ◽

The Past ◽

Teaching History ◽

History Of ◽

The Common ◽

Brazilian Science

ResumoHistória da Ciência e Ensino de Ciências são áreas do conhecimento com possibilidades de interface anunciadas e investigadas na atualidade, desse modo, produzindo conhecimento a comunidade de pesquisa interessada em encontrar caminhos didáticos para a sala de aula. Por meio de Narrativas Históricas (NHs), Estudo de Caso e sistematicamente Sequências Didáticas, essa interface tem sido desenvolvida. O estudo de textos históricos de divulgação científica auxilia a compreender a divulgação do conhecimento científico para o público comum no passado, acredita-se ser possível o uso desses textos na construção de materiais didáticos como Narrativas Históricas (NHs) e Estudo de Caso. Neste artigo discutimos características enunciadas em textos de divulgação científica escritos por um divulgador da ciência brasileiro, relacionando essas características na construção de Narrativas Históricas que venham a utilizar os textos desse divulgador. As características são conteúdo temático, composição do enunciado e estilo verbal. Essas características auxiliam na compreensão dos textos desse divulgador no processo de construção das Narrativas Históricas.Palavras-chave: Ensino de Ciências. História da Ciência. Divulgação Científica. Narrativa Histórica. AbstractHistory of Science and Science Teaching are areas of knowledge with possibilities of interface announced and investigated today, thus, producing knowledge to the research community interested in finding didactic paths for the classroom. Through Historical Narratives (NHs) Case Study and systematically Instructional Sequences, this interface been developed. The study of historical texts of scientific popularization assist to understand the popularization scientific knowledge to the common public in the past, it is believed that the use of these is possible in the construction of instruction materials such as Historical Narratives (NHs) and Case Study. In this paper we discuss characteristics stated in scientific popularization texts written by a Brazilian science disseminator, relating these characteristics in the construction of Historical Narratives that come to use the texts of disseminator. Features are thematic content, statement composition and verbal style. These characteristics assist in the understand of the texts of this disseminator in the process of construction the Historical Narratives.Keywords: Science Teaching. History of Science. Scientific Popularization. Historical Narrative.

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Teaching History in a multicultural society

Nordicum-Mediterraneum ◽

10.33112/nm.10.2.5 ◽

2015 ◽

Vol 10 (2) ◽

Author(s):

KG Hammarlund

Keyword(s):

Cognitive Process ◽

Teaching And Learning ◽

Master Narrative ◽

Multicultural Society ◽

School Subject ◽

Shared Experience ◽

History Teachers ◽

The Past ◽

Teaching History ◽

Majority Culture

Meeting the history and heritage of the majority culture in a pluralist society might, at worst, mean giving up the control of one’s own past and assimilating into a new ’master narrative’. By re-defining history as a school subject, putting at its core not a set narrative of the past but the cognitive process of thinking about the past, the very process of knowing and understanding might form a ground for a shared experience of history while at the same time allow for the co-existence of different narratives. History curricula in the Nordic countries have for the last two decades gradually moved in this direction. Whether classroom work has done so as well remains less certain. Recent studies suggest that History teachers acknowledge that teaching and learning must adjust to the reality of pluralism but are less confident about how to meet the challenge in concrete terms.

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Teaching history: A discussion of contemporary challenges

Encounters in Theory and History of Education ◽

10.24908/eoe-ese-rse.v3i0.1726 ◽

2008 ◽

Vol 3 ◽

Author(s):

Rosa Bruno-Jofré ◽

Martin Schiralli

Keyword(s):

Social Studies ◽

Content Knowledge ◽

Teaching And Learning ◽

Historical Thinking ◽

Transformative Education ◽

History Teachers ◽

Learning History ◽

Teaching History ◽

The Subject ◽

Faculties Of Education

The authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey’s educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.

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The stages of integrated teaching of Ukrainian history to prospective history teacher by means of English

Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky ◽

10.24195/2617-6688-2020-4-12 ◽

2020 ◽

Vol 2020 (4 (133)) ◽

pp. 93-100

Author(s):

Alla Kordonova

Keyword(s):

Higher Education ◽

Foreign Language ◽

English Language ◽

Education History ◽

History Teachers ◽

Professional Activities ◽

Didactic Literature ◽

Teaching History ◽

The Future ◽

History Of

The relevance of the study is stipulated by the requirements intended for prospective specialists in history, the separation of a particular competence dealing with the ability to communicate by means of a foreign language using the terminology adopted within the professional environment, to be more precise. The research aims to present the process of step-by-step integrated teaching of the history of Ukraine to the would-be History teachers by means of English. The following methods have been used to solve the tasks set in the study: theoretical – analysis of pedagogical, psychological, didactic literature on the problem under consideration, which allows further substantiation of the expediency of step-by-step integrated training of the would-be History teachers to improve professional activities by means of English; empirical – analysis of the Standard of Higher Education of Ukraine on the History of Ukraine, the current curriculum, educational programs in the discipline «Foreign Language for Professional Purposes» for students majoring in 014 Secondary education (History) to clarify the status of the problem in the practice of higher education of Ukraine. The process of gradual teaching of Ukrainian history to the would-be History teachers by means of English has been substantiated by the theoretical findings as follows: 1) integration of profession-related and foreign language speech competencies of the future History teachers is the basis for better performance of their professional duties; 2) under the integrated stages of teaching History by means of the English language, we understand certain stages of students’ development which have both linguistic and thematic content; 3) the stages of integrated teaching of the History of Ukraine to the future History teachers by means of English are introductory, language-oriented, education- and speech-centred, profession- and speech-related, final; 4) each stage has an integrated goal (language and subject), methodical actions for mastering professional content by means of English, and the result; 5) all the stages of the integrated learning are interconnected and interdependent both linguistically and in terms of their content.

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Pursuing Historical Truth: The Discourse of History Teachers in Teaching the History of 30 September Movement in Indonesia

Education Research International ◽

10.1155/2021/2671682 ◽

2021 ◽

Vol 2021 ◽

pp. 1-11

Author(s):

Djono ◽

Nur Fatah Abidin ◽

Moh Salimi

Keyword(s):

Critical Discourse Analysis ◽

History Textbooks ◽

Critical Discourse ◽

Cognitive Approach ◽

Pedagogical Approach ◽

History Teachers ◽

History Teaching ◽

History Of ◽

Historical Truth ◽

Research Show

The most controversial issue in history teaching in Indonesia is the history of the 30 September Movement. History teachers have to deal with seven versions of the narrative presented in history textbooks and a bunch of pseudohistories invented by students from the Internet and social media outlets. This research analyzes the discourse of history teachers in teaching the history of the 30 September Movement in Indonesia. Critical discourse analysis based on the socio-cognitive approach was used to analyze the perception and attitudes of 25 history teachers in five cities in Indonesia. The findings of the research show two typologies of history teachers in dealing with the history of the 30 September Movement. The first is the conformist history teachers who try to accept and confirm the official history but feel confused when dealing with other narratives. The second is the objectivist history teachers who try to criticize the official narrative but are afraid to express it in the learning process. They tend to believe in one narrative to be the historical truth that closely relates to the narratives in history textbooks. Based on the findings, it can be pointed out that history teachers need an appropriate pedagogical approach that accommodates multiple narratives in teaching controversial histories such as the history of the 30 September Movement.

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