Providing the first volume-length exploration of the role that dialogue has played in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.
Providing the first volume-length exploration of the role that dialogue has played in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.
Mario Carretero is Professor of Cognitive Psychology at the Autonoma University of Madrid, Spain, and a researcher of Facultad Latinoamericana de Ciencias Sociales (FLACSO)-Argentina. Everardo Perez-Manjarrez is Professor of History at the National University of Distance Education (UNED), Madrid, Spain, and Harvard Graduate School of Education Visiting Scholar.
Inhaltsangabe
Introduction - Dialogue as a necessary challenge for history education. Part I. Reflections on the challenges, opportunities and obstacles of dialogue in history education 1. Collective Memory and History School Textbooks: The Cases of Authoritarianism and Intractable Conflict 2. Dialogue between two conflicting historical Narratives: Palestine, Israel, and the PRIME Dual Historical Narratives project. 3. Contested History Teaching and Dialogue in divided Cyprus 4. When the Subaltern Cannot Speak: Teaching about and through Historical Silence Part II. Dialogical activities in the classroom 5. Dialogue as shared historical inquiry: reflections on research into educational dialogue in history education 6. Towards a Definition of Pedagogical Content Knowledge of Argumentation in the History Classroom 7. Mapping Historical Discussions: Effects of Personal Investment and Issue Type on the Flow of Discourse 8. Enhancing dialogic practices in social studies education in Norway: students' and teachers' perspectives Part III. Digital media and historical dialogue 9. Fostering reflective dialogue on the difficult past and present of religious diversity in Europe. A docutube methodology 10. Teaching recent historical conflicts through dialogical controversies and documentary theater 11. Intercultural Historical Dialogue: Advancing History Learning Through Student-to-Student Interactions
Introduction - Dialogue as a necessary challenge for history education. Part I. Reflections on the challenges, opportunities and obstacles of dialogue in history education 1. Collective Memory and History School Textbooks: The Cases of Authoritarianism and Intractable Conflict 2. Dialogue between two conflicting historical Narratives: Palestine, Israel, and the PRIME Dual Historical Narratives project. 3. Contested History Teaching and Dialogue in divided Cyprus 4. When the Subaltern Cannot Speak: Teaching about and through Historical Silence Part II. Dialogical activities in the classroom 5. Dialogue as shared historical inquiry: reflections on research into educational dialogue in history education 6. Towards a Definition of Pedagogical Content Knowledge of Argumentation in the History Classroom 7. Mapping Historical Discussions: Effects of Personal Investment and Issue Type on the Flow of Discourse 8. Enhancing dialogic practices in social studies education in Norway: students' and teachers' perspectives Part III. Digital media and historical dialogue 9. Fostering reflective dialogue on the difficult past and present of religious diversity in Europe. A docutube methodology 10. Teaching recent historical conflicts through dialogical controversies and documentary theater 11. Intercultural Historical Dialogue: Advancing History Learning Through Student-to-Student Interactions
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