1st Edition
Global Perspectives on the Role of Dialogue in History Education Socio-cultural, Psychological, and Digital Dimensions
Providing the first volume-length exploration of the role that dialogue can play 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.
This book’s novel approach is in its analysis of dialogical processes in various international and intercultural educational contexts; chapters compare Israeli and Palestinian textbooks and classroom discussion, explore teachers’ challenges to shift monologic school culture, as well as approaches to enhancing dialogic practices both in US contexts and in several EU countries. Each case study provides an insight into the nature of dialogue as both shared historical inquiry and cultural practice. How can dialogue be promoted and through what mechanisms? In what ways can dialogue contribute to democratic societies’ thriving and dealing with and overcoming conflicts about different views on the past? Ultimately, the book looks to foster a nuanced and complex understanding of history, prompting consideration of different perspectives and a collective approach to overcoming troubled pasts and trauma.
Featuring a truly international set of contributions from established and emerging scholars, this book will appeal to scholars, researchers, and postgraduate students interested in the history of education, education policy and politics, and historiography more broadly. This book was made possible with the support of the EU project www.making-histories.eu (10108606), coordinated by the first author.
Introduction - Dialogue as a necessary challenge for history education.
Mario Carretero & Everardo Perez-Manjarrez
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
Daniel Bar-Tal
2. Dialogue between two conflicting historical Narratives: Palestine, Israel, and the PRIME Dual Historical Narratives project.
Sami Adwan
3. Contested History Teaching and Dialogue in divided Cyprus
Charis Psaltis, Meltem Onurkan-Samani, Kyprianou & Hasan Samani
4. When the Subaltern Cannot Speak: Teaching about and through Historical Silence
Tadashi Dozono
Part II. Dialogical activities in the classroom
5. Dialogue as shared historical inquiry: reflections on research into educational dialogue in history education
Carla van Boxtel & Jannet van Drie
6. Towards a Definition of Pedagogical Content Knowledge of Argumentation in the History Classroom
Chrisy Rapanta, María Paula Pereira & Fabrizio Macagno
7. Mapping Historical Discussions: Effects of Personal Investment and Issue Type on the Flow of Discourse
Eric Freedman
8. Enhancing dialogic practices in social studies education in Norway: students’ and teachers’ perspectives
Wagner, D.A., Wagner, Å.K.H. & Dessingué, A.
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
Karel Van Nieuwenhuyse
10. Teaching recent historical conflicts through dialogical controversies and documentary theater
Mario Carretero, María Cantabrana & Alicia Barreiro
11. Intercultural Historical Dialogue: Advancing History Learning Through Student-to-Student Interactions
Everardo Perez-Manjarrez & Liz Dawes-Duraisingh
Biography
Mario Carretero is Professor of Cognitive Psychology, Autonoma University of Madrid, Spain, and researcher of FLACSO-Argentina
Everardo Perez-Manjarrez is Professor of History, National University of Distance Education (UNED), Madrid, Spain, and researcher of the Harvard Graduate School of Education
