Film as a gateway to teaching about slavery through historical empathy: a case study using 12 Years a Slave (McQueen, 2013)

Wagner, David-Alexandre; Dversnes, Torjus

doi:10.14324/herj.19.1.06

Cited by 4 publications

(5 citation statements)

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“…Regarding watching movies or commercials with the inclination to instil empathy, Wagner and Dversnes (2022) proposed that students discuss issues from victims' perspectives after watching videotapes of human beings being victimised. Although Rita and Bing displayed a commercial where the father was ill-treated by their children, only a few questions were asked on how the students felt, with emphasis on self-oriented perspective-taking but devoid of other-oriented perspective-taking such as, 'How would the father feel in this situation, even though the former could lead to empathic concern; the emphasis on both orientations can further enhance the awareness of empathic feelings.…”

Section: Discussionmentioning

confidence: 99%

“…However, they may not be exposed to real-life experiences. Watching movies or commercials, coupled with appropriate questions, could strengthen a sense of empathy in students (Briones et al, 2022;Wagner & Dversnes, 2022) as they would consider the perspective of another. Earlier analysis showed that the teachers were not aware of proper questioning techniques that could trigger feelings of empathy, as suitable questions are crucial in making the students step into the role of others, to encourage the development of empathy.…”

Section: Discussionmentioning

confidence: 99%

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‘Teacher, Am I Empathetic?’ Instilling Empathy in Adolescents

Ilhavenil¹,

Logeswaran

2023

Malaysian Journal of Learning and Instruction

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Purpose - Empathy portrays a pivotal role in moulding an individual into an affectionate human being. Numerous studies examine empathy in multicultural settings; however, it is still clouded with scarcity, especially in the Asian context. This study aims to explore the approaches two teachers had undertaken to develop empathy among multicultural students in their Moral Education lessons in Malaysian schools. Methodology - This study adopted a case study approach to investigate empathy development among multicultural 16-year-old students. The participants were two teachers who taught Moral Education (ME) in their respective schools. Data were collected for eight months through observations, interviews, teachers’ journals, and documents until saturated. Analysis was done using NVivo 8 software. Findings - Five categories were formed from the emergence of a single theme, ‘instilling empathy’ that revealed the representation ofthe approaches to be homogeneous between the two teachers. The categories were role-taking, watching movies, sharing stories, social activity, and discussion. The findings revealed the existence of limited strategies employed by the teachers in instilling empathy among the students, illuminating cognitive empathy over affective empathy. Significance - This study implied that teachers need more training on various methods to instil empathy, especially among students from multicultural backgrounds. This could lead to empathy training programmes that is relatively new in Malaysian schools that could benefit the young to enable them to work effectively in multicultural settings reflecting the diversity of this country.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

‘Teacher, Am I Empathetic?’ Instilling Empathy in Adolescents

Ilhavenil¹,

Logeswaran

2023

Malaysian Journal of Learning and Instruction

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“…Empati sejarah sangat penting dimasukkan dalam pembelajaran sejarah karena dapat meningkatkan pemahaman sejarah dan keterampilan berpikir mahasiswa maupun peserta didik bahkan hingga sekolah dasar sekalipun, seperti yang dilakukan oleh studi terdahulu (D'Adamo & Fallace, 2011;Davis, Jr., 2001;Endacott & Brooks, 2013;Endacott, 2010;Endacott & Sturtz, 2015;Field, 2001;Jensen, 2008;Metzger, 2012;Nygren, 2016;Retz, 2022:6;Wagner & Dversnes, 2022). Empati sejarah melibatkan pemahaman bagaimana orang-orang dari masa lalu berpikir, merasakan, membuat keputusan, bertindak, dan menghadapi konsekuensi dalam konteks sejarah dan sosial tertentu (Endacott & Brooks, 2013).…”

Section: Pendahuluanunclassified

Peran Empati dalam Pengajaran Sejarah

Aderoben,

Darmawan,

Saripudin

2024

Cetta

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The role of history learning in reducing the empathy crisis is to ground historical empathy. However, teaching and research on historical empathy has not been very massive because in Indonesia the concept of historical empathy is relatively new and not much empirical data has been adopted by academics. This research aims to map the concept and teaching of historical empathy in history learning. This research uses qualitative research with a literature review method, that is: first, identifying the problem statement; second, identifying the problem statement; and third, identifying the problem statement: first, identifying the problem statement; second, identifying relevant research; third, selecting research; fourth, mapping data; and fifth, compiling, summarizing, and reporting results. The results of this study include the definition of historical empathy from various experts presented with a continuum line that is preceded by historical debates and followed by elements of historical empathy from the cognitive and affective domains and a combination of both, as well as historical empathy didactics which include: learning models that have been developed; suitable learning materials or themes; learning reflection or evaluation activities; and the level of achievement of historical empathy for students. The implication of this study is as a literature option for further researchers and as a reference material for history teachers in designing lessons that want to develop historical empathy skills in order to strengthen the character of the “Profil Pelajar Pancasila" for students who are tolerant, caring, democratic, and open-minded.

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“…The activities and resources in this article encourage students to think critically using the disciplinary lens of historical thinking, particularly empathy and evaluating evidence, with a focus on film and personal letters. Film especially can promote empathy in students by showing different perspectives and emotionally connecting students to the past (Marcus et al, 2018;Wagner and Dversnes, 2022). Using Bridge of Spies and other sources that help us look through Powers' and his family's eyes, the lesson puts a human face on the Cold War.…”

Section: Lesson Activitiesmentioning

confidence: 99%

“…Film especially can promote empathy in students by showing different perspectives and emotionally connecting students to the past (Marcus et al. , 2018; Wagner and Dversnes, 2022). Using Bridge of Spies and other sources that help us look through Powers’ and his family’s eyes, the lesson puts a human face on the Cold War.…”

Section: Lesson Activitiesmentioning

confidence: 99%

The power(s) of Bridge of Spies to learn about the Cold War

Marcus,

Griffith,

Powers Jr

2024

SSRP

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PurposeIn this article, we use the film Bridge of Spies – which depicts the case of U-2 spy pilot Francis Gary Powers – and relevant primary sources, particularly Powers' letters from prison, to provide teachers with a case that can engage students with the complexity of the Cold War. Understanding USA–Russia relations is as important today as ever as we watch the tragedy unfold in Ukraine. Using primary sources to reflect on the Cold War can help secondary students understand the historical context of the war in Ukraine as well as how to evaluate and critique sources of information about the war.Design/methodology/approachThe film and personal letters provide insights often not available or obvious when we focus on the political or military history of an event or time period. The Cold War is frequently defined by the rhetoric of the USA and Union of Soviet Socialist Republics (USSR) governments – but everyday people and citizens had a wider range of views and experiences. The film and letters bring out the humanity of the Cold War.FindingsThis article supports secondary teachers in incorporating film and primary sources as teaching tools to study the Cold War while more broadly thinking about these sources as ways to understand the past. The letters used, including those from U-2 spy pilot Francis Gary Powers, help us understand his time in a Soviet prison as well as the behind-the-scenes work to free him as part of a prisoner exchange.Originality/valueThe U-2 Incident and other events of the Cold War provide important context for understanding the Cold War-like tensions between the USA and Russia today. The distrust between these countries has a long history. However, documents like the film and letters discussed here show that there is much more to the bluster of political leaders and the military chess game. There is an important human element to these events and an impact on individuals who are much more than pawns in international diplomacy.

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Film as a gateway to teaching about slavery through historical empathy: a case study using 12 Years a Slave (McQueen, 2013)

Cited by 4 publications

References 39 publications

‘Teacher, Am I Empathetic?’ Instilling Empathy in Adolescents

‘Teacher, Am I Empathetic?’ Instilling Empathy in Adolescents

Peran Empati dalam Pengajaran Sejarah

The power(s) of Bridge of Spies to learn about the Cold War

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