Multiperspectivity in History Education

Parra, Saro Lozano; Wansink, Bjorn

doi:10.5040/9781350927926.106

Cited by 2 publications

(2 citation statements)

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“…Instead of including multiple viewpoints on the lesson's central question, she presented only Unionist justifications for discrimination. Aoife seemed to understand the voices of balanced history teacher and history tutor as telling her to encourage sympathy for the 'other side' instead of critically assessing competing accounts and explanations of the past (Parra & Wansink, 2022). Reviewing her lesson also raises the question of how well Aoife understood the history she was teaching.…”

Section: Discussionmentioning

confidence: 99%

“…They do this through methods that include corroborating evidence across sources, assessing contextual influences and deconstructing language to identify facts versus opinions, emotive discourse and what we now call positionality. Parra and Wansink (2022) acknowledge the difficulty of enacting multiperspectival history teaching, which has been documented by researchers. They state, 'A precondition for teaching MP is that teachers need a sophisticated epistemic understanding of the nature of history themselves and the pedagogical expertise to achieve such understanding amongst students' (p. 6).…”

Section: Multiperspectival History Teachingmentioning

confidence: 99%

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Tensions in teaching balanced controversial history: Competing voices within a student teacher in Northern Ireland

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2024

British Educational Res J

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History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict‐affected societies. However, its success is dependent on teachers taking risks to challenge entrenched ‘us versus them’ views of history. How does a student teacher in Northern Ireland grapple with risk‐taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity‐based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies.

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Section: Discussionmentioning

confidence: 99%

Section: Multiperspectival History Teachingmentioning

confidence: 99%