“At Variance with Accepted Practice:” Antiracist Pedagogies within the Jewish History Museum

Davis, Bryan L.; Goldberg, Ariel M.

doi:10.1080/10598650.2019.1675940

Cited by 1 publication

(4 citation statements)

References 7 publications

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“…Spalding (2011) found that giving voice to students' own assumptions and prejudices (in this case about 'African history'), provided an opportunity into challenging these assumptions, through concrete questions asked by the instructor that built upon students' answers. Descriptive studies align with this empirical finding, describing how designed instructional practices centre around challenging so-called 'entrance narratives', upon which learner-instructor interaction can be built in order to build deeper historical understanding (Davis & Goldberg, 2019;Grim et al, 2017;Munn & Wickens, 2018). These examples show how learner-instructor dynamics can also meet the challenges related to historical empathy addressed earlier, regarding the necessary balance between cognitive and affective goals.…”

Section: Category 2 Instructional Methods: Between Student-and Teache...mentioning

confidence: 66%

“…through encouraging them to consider the role of museums within larger political or societal debates) (Marcus, 2007); (2) describing more general principles behind the pedagogical approaches of particular history museums related to sensitive topics such as the Holocaust, slavery or creole history (e.g. a focus on polyvocality, inclusivity or personal stories) (Brand, 2013;Davis & Goldberg, 2019;Grim et al, 2017;Harrison-Buck & Clarke-Vivier, 2020) or (3) describing the design of concrete resources to facilitate instruction in a museum, e.g. an educational role play that features life at an abbey in the Middle Ages, the use of 'museum footnotes' or a workshop that aimed to foster students' skills to analyse historical artworks (Leftwich & McAllen, 2018;Marcus & Kowitt, 2016;Moisan, 2015;Munn & Wickens, 2018;Paulsen, 2019).…”

Section: Category 1: Focus On Instructional Practicesmentioning

confidence: 99%

“…Three studies focused rather generally on various aspects of historical thinking (Marcus, 2007;Marcus & Kowitt, 2016;Munn & Wickens, 2018). Others integrated more particular concepts such as polyvocality, stressing the need for engagement with multiple perspectives (Davis & Goldberg, 2019) or historical distance, referring to the 'temporal dimension' of history or the distance between past and present (Grever et al, 2012).…”

Section: Category 1: Focus On Instructional Practicesmentioning

confidence: 99%

“…Munn and Wickens (2018) pointed to instructional goals such as the creation of a culture of thinking around civic ideals based on historical examples. Others focused on the aim of fostering dialogue on sensitive issues in current society such as racism, by insisting on polyvocality and multiple perspectives (Davis & Goldberg, 2019;Grim et al, 2017).…”

Section: Category 1 Goals For Instruction: Balancing Cognition and Af...mentioning

confidence: 99%

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Instructing students in history museums: A systematic literature review

Geerts,

Depaepe,

van Nieuwenhuyse

2024

HEJ

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History museums offer a wide range of possibilities to engage students in learning about the past, as well as about history. When compared to scholarly research on other types of museums, their educational promises are underexposed. Within these promises, instructional practices and instructional agents such as museum educators and history teachers play an important role. In order to get a view on research methods and findings regarding instruction within history museums, we conducted a systematic literature review. Three scholarly databases were searched, yielding 45 peer-reviewed journal articles. Those have been fully screened, analysed and compared regarding their research design (in terms of research questions, participants involved, and theoretical and methodological approaches) and their research outcomes (in terms of what they revealed about the content, the nature and the approach of instruction in history museums). Review outcomes reveal four different types of research designs, ranging from describing instructional practices to studying beliefs or a combination thereof, or a focus on the relationship between instruction and students’ learning. Within each of these types, great variety was observed regarding the involved participants and the theoretical and methodological approaches. Besides, the review distinguished three areas of research outcomes, namely the goals of instruction, the instructional methods and the relationship between schools and museums before, during and after instruction. Findings within these areas reveal that certain tensions exist, for example between cognitive and emotional-affective learning goals, also related to disciplinary (historical) and civic educational goals. Other tensions were to be distinguished between student- and teacher-centred instructional methods and between beliefs and practices regarding collaborations between schools and museums. Taken together, these research outcomes yield important implications for instructional practices in history museums and for future scholarly research on them.

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