Addressing the Exclusionary Nature of Eurocentric World History Instruction- A Systematic Literature Review

The exclusion of global knowledge in favor of a condensed western-centric history curriculum casts a shadow on the fact that America is the most globalized and culturally diverse nation in the world. This paper aims to analyze the standards-based world history curriculum as taught in high school among both regular and Advanced Placement classes for its deficiency in providing a comprehensive global history. The primary topic used in the qualitative content analysis and systematic literature review is Buddhism and its spread throughout China. Especially with the curriculum change from the College Board’s AP World History to AP World History: Modern, key developments in history are marginalized in favor of a direct look at history beginning in the 13th century (1200 CE onwards). Twenty-five world history instructor websites were analyzed to explore the extent of instruction on concepts related to Buddhism in East Asia. The literature review results support the hypothesis that the major world religion is sparsely covered in the greater picture of general world history. Included is a short paper covering information on the spread of Buddhism into China based on research findings from more in-depth college courses as well as simple internet browsing. This paper concludes with a recommendation that educational policies and curriculum standards address the growing diversity of the U.S. student population.

Digital Humanities and Virtual Reality: A Review of Theories and Best Practices for Art History

The technology of virtual reality (VR) has had proven educational benefits over the last three decades. Yet, most research conducted on these benefits has been confined to the sciences, especially in Computer Science. The application of VR technology for the Digital Humanities is only now beginning to receive attention, but more study needs to be conducted on its uses within various humanistic disciplines. In order to expand on the research at a pivotal time in education when modalities expand to incorporate more hybrid, distance education, and online learning, this study reviews the literature and theories behind the educational use of VR as a tool to reinforce learning outcomes in the field of art history. Through the review, theories and best practices are presented for practical adoption at various level of instruction at other institutions, as well as a list of recommendations for integrating VR technology specifically within art history instruction.

Scoundrel or freedom fighter? Creating historical empathy inquiries

PurposeThis work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the value of both inquiry and historical empathy in bridging history instruction and civic life. Though history is often identified as a means to foster democratic dispositions, learning can often feel disconnected from students' lived experiences, let alone directly connect to their out-of-classroom circumstances. Teaching with historical empathy allows students to affectively engage with content, resulting in complex reasoning and content acquisition.Design/methodology/approachThe authors explain an original inquiry that uses the Inquiry Design Model (IDM) and historical empathy to help students complicate Emilio Aguinaldo and his legacy. By combining historical empathy and the inquiry model, the authors structured their work for practitioner use but also as a way to draw on rarely emphasized content in US or World history courses.FindingsIn using this model, students will be able to apply their learning in a civic engagement task related to modern questions of US geopolitics.Originality/valueThe authors offer and explore the process of an original inquiry as a way to help practitioners and scholars consider how to create other such rigorous opportunities for students to practice global citizenship.

PERAN DAN PARTISIPASI MASYARAKAT DALAM UPAYA PEMANFAATAN CAGAR BUDAYA DI KABUPATEN BONDOWOSO SEBAGAI SUMBER BELAJAR SEJARAH LOKAL DAN ASET UNGGULAN DAERAH

Bondowoso, as one of the regions of East Java Province, has the potential of cultural heritage from the various era: megalithic, Hindhu-Buddhist, colonial, and the struggle for the defense of Indonesian independence. However, the potential of cultural heritage, which is known to be spread throughout the district (kecamatan) in Bondowoso, has not been utilized as a source of local history instruction or as a vital asset of the region. For this reason, it is necessary to find a solution for modeling the use of cultural heritage as a source of historical learning and study of superior regional assets to foster the participation of local communities based on the preservation of cultural heritage for the welfare of the communities around the cultural heritage. The method used is to adopt the modeling of the use of cultural heritage, namely Malang Kembali event, the colorful village event of Jodipan Village, Malang City, the development of revitalization of the Majapahitan house in Trowulan and the Mount Pawitra adventure event. The results of the study show that the four models are suitable to be applied in Bondowoso to foster the role of the community around cultural heritage for the use of cultural heritage as a source of learning of Local History and superior regional assets in Bondowoso Regency, based on the preservation of cultural heritage.

The effects of local history inquiry on community pride and civic engagement

The goal of this research study was to determine the effect of teaching local history on students’ pride in their communities and commitment to civic engagement. To conduct the study, nine high school students in the ninth through eleventh grade participated in an after-school local history inquiry programme, consisting of traditional history instruction and independent research into the history of students’ neighbourhoods. Students were surveyed at the beginning and end of the study, and focus groups were interviewed at the study’s conclusion. The study determined that learning more about local history made students prouder of their communities and more interested in improving them, although students remained sceptical of their ability to do so.

Teaching History

Chapter 6 examines the teaching of history through an administrative and pedagogical prism. It discusses the historical evolution of the Mandate’s curricula and history syllabi and traces their origins. The history syllabus is viewed as a complex colonial document that reflects the pedagogical negotiations, negations, and oversights in history instruction. The pedagogical characteristics of history teaching are surveyed in pedagogical articles and books published during the Mandate period. The chapter concludes with the problematic intersection between the educational aspirations reflected in the syllabus and the pedagogical discourse of the intellectual elite with the ‘normal’ or peripheral classroom, and the challenges facing rank-and-file teachers, while trying to comply with both.

A Coalition of Good Will: History Instruction in Secondary Education

Chapter 7 is dedicated to secondary education and the matriculation exam. Although only comprising a fraction of the student population, these private and governmental schools represented Palestine’s Ivy League. History instruction in these schools, which was heavily influenced by the Department’s Matriculation exam, was frequently discussed in meetings of the Palestine Board for Higher Studies (PBHS) that oversaw secondary and postsecondary education. This pedagogical attention was clearly disproportional to its quantitative share in the student population. Analysis of PBHS’ internal debates and the history syllabi of secondary schools sheds much light on the relationship between history teaching, identity, and nationalism.

Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse

History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers’ capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers’ incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers.