An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students

Cunningham, Deborah L.

doi:10.1080/00220270902947376

Cited by 37 publications

(53 citation statements)

References 12 publications

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“…Historical empathy refers to placing oneself in the position of people in the past to understand their motives and values regarding their decisions and actions (e.g., Cunningham, 2009;Endacott & Sturtz, 2014). Although some scholars have argued that historical empathy can never be fully achieved and is idealistic because it is impossible to put oneself in the shoes of a historical agent (e.g., Kitson, Husbands, & Steward, 2011;Riley, 1998;Wineburg, 1998), many scholars have concluded that historical empathy contributes to insights about historical agents' decisions (e.g., Brooks, 2011;Endacott & Brooks, 2013;Kohlmeier, 2006).…”

Section: Theoretical Framework Hpt: a Conceptualizationmentioning

confidence: 99%

Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Huijgen

Boxtel

Grift

et al. 2016

Theory & Research in Social Education

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Toward historical perspective takingHuijgen, T.; van Boxtel, C.A.M.; van de Grift, W.; Holthuis, P. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Carla van BoxtelUniversity of Amsterdam Wim van de Grift and Paul Holthuis University of GroningenAbstract: An important goal of history education is to promote the student's ability to perform historical perspective taking (HPT). HPT refers to the ability to understand how people in the past viewed their world at various times and in various places to explain why they did what they did. In this study, we assessed a sample of 15-and 16-year-old pre-university students (n = 170) to determine their ability to contextualize the actions of people in the past. Subsequently, we explored their reasoning (n = 36) to uncover their contextualization process. The results of this mixed methodology study indicate that most of the students in the sample performed well when engaging in HPT. Moreover, protocol analysis identified the different reasoning strategies that students employed to successfully perform HPT. The results of this study provide insight into history instruction regarding HPT and into strategies for designing valid and reliable HPT tasks.

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Section: Theoretical Framework Hpt: a Conceptualizationmentioning

confidence: 99%

Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Huijgen

Boxtel

Grift

et al. 2016

Theory & Research in Social Education

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“…These teachers display a predilection for teaching history critically, using strategies that invite students to learn about other perspectives in the past and the present. It is too early to conclude, but speaking hypothetically, they may resemble teachers in the United Kingdom (Husbands, Kitson, & Pendry, 2003; Cunningham, 2009), where the history curriculum is also taught through second‐order concepts, more than those in, for example, France (Tutiaux‐Guillon, 2007) or the United States (VanSledright, 2008).…”

Section: Discussionmentioning

confidence: 99%

Teaching History in the Netherlands: Teachers’ Experiences of a Plurality of Perspectives

Klein

2010

Curriculum Inquiry

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Globalisation and the re-invention of national identities make history teaching seem more challenging than ever before. In the past decade, the teaching of history in the Netherlands has been at the center of public debate. During a period of political turmoil, the history curriculum was subjected to two somewhat competing revisions. One aimed at restoring chronology, the other at making history teaching contribute to a sense of community. This last call for a reformulation of the national historical narrative has met with resistance from those who claim a need for a plurality of perspectives in history education. Within this context an exploratory study with five history teachers was undertaken to gain insight into their goals and beliefs about teaching history. They all have an academic background and teach in multicultural classrooms. Two interview instruments were designed to stimulate the teachers to approach the subject from different angles. I conclude that the history teachers involved share a critical approach to (national) history and an understanding of their students as having multiple identities. The teachers show differences when reflecting on how they create usable pasts with their students for future purposes.

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“…Buena parte de estas investigaciones no apunta a comprender las creencias y convicciones de los profesores en sí mismas como dimensiones fundamentales en la toma de decisiones que inspiran el quehacer docente, sino que están relacionadas con su efecto en los aprendizajes de los alumnos o con el tipo de prácticas que desarrollan. Entre las excepciones se pueden citar los estudios de Sim (2008), Peterson (2009) y Tutiaux-Guillon (2003, que buscan determinar las concepciones ciudadanas de los profesores; los trabajos de Klein (2010) y Schweisfurth (2006, que apuntan a comprender cómo se apropian los profesores de las exigencias curriculares y las investigaciones de Cunningham (2009) (2005), que indagan sobre las concepciones epistemológicas de los docentes. Los aportes de estas investigaciones han sido clave para comprender la forma en que las concepciones de los profesores determinan el desarrollo de las prácticas pedagógicas, pero solo entregan visiones parciales, porque las dimensiones ciudadanas, curriculares y epistemológicas actúan de manera simultánea en la toma de decisiones (Martínez, Urquijo, Valls, Yague & Crespo, 2008).…”

Section: El Efecto De La Escuela En La Formación Ciudadanaunclassified

Paradojas de la participación juvenil y desafíos de la educación ciudadana en Chile

Flores-González

García-González

2014

Magis. Revista Internacional De Investigación en Educación

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ResumenEl sistema democrático está enfrentando una profunda crisis de representatividad, cuya expresión máxima se encuentra en las generaciones más jóvenes. El objetivo de este artículo es reflexionar acerca de la vinculación de esta crisis y la paradoja sobre la que se funda el sistema democrático chileno, a partir del análisis de las contradicciones entre el discurso y la práctica de la participación juvenil, de las características de la educación ciudadana en Chile, encargada de formar a los ciudadanos que el sistema democrático necesita y del potencial efecto de la escuela en la formación de una ciudadanía democrática. Palabras clave autorEducación ciudadana, cohesión social, ciudadanía juvenil, paradojas de la democracia. Palabras clave descriptorEducación cívica, adultos jóvenes, participación política, democracia. Transferencia a la prácticaLa reflexión que se plantea en este artículo busca revelar las relaciones entre las paradojas del sistema democrático y la participación juvenil, con la educación ciudadana que se imparte en las escuelas chilenas, con la finalidad de que se traduzca en un aporte para evaluar las políticas públicas sobre educación ciudadana implementadas y para diseñar nuevas estrategias curriculares y pedagógicas que fortalezcan la tarea de formación ciudadana que se le ha encomendado a la escuela y así contribuir a la superación de la crisis que experimenta el sistema democrático. AbstractDemocracy is facing a profound crisis in its capacity of representation, most manifest in the younger generations. This paper aims to discuss the link between this crisis and the paradox on which democracy is based in Chile. It analyses the contradictions between discourse and practice in juvenile participation, the features of civic education in Chile -which is entrusted with the education of the citizens needed in a democratic system-, and the potential effect of the school in the education of democratic citizens. Transference to practiceThe discussion set out in this article seeks to show the link between the paradoxes of democracy, juvenile participation and civic education practiced in Chilean schools. The aim is to contribute to the assessment of public policy on civic education and to the design of new pedagogical and curricular strategies that strengthen civic education, which has been entrusted to schools, so that the current crisis of the democratic system can be overcome. Mots clés auteurEducation citoyenne, cohésion sociale, citoyenneté juvénile, paradoxes de la démocratie. Mots clés descripteurInstruction civique, jeunes adultes, participation politique, démocratie. RésuméLe système démocratique est en train d'affronter une profonde crise de représentativité, dont la plus forte preuve se trouve dans les générations les plus jeunes. L'objectif de cet article est donc celui de faire une réflexion par rapport au lien entre cette crise et le paradoxe sur lequel est fondé le système démocratique chilienne, à partir de l'analyse des contradictions entre la parole et la pratique de la participat...

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An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students

Cited by 37 publications

References 12 publications

Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Teaching History in the Netherlands: Teachers’ Experiences of a Plurality of Perspectives

Paradojas de la participación juvenil y desafíos de la educación ciudadana en Chile

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