Teaching History Online: Challenges and Opportunities

Schrum, Kelly; Sleeter, Nate

doi:10.1093/oahmag/oat020

Cited by 2 publications

(4 citation statements)

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“…When creating a history curriculum, one must consider the extent to which all groups, cultures, and voices are being represented. For too long has curriculum in the American school system been Eurocentric, whitewashed, and discriminatory (Schrum et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Providing students with the necessary tools to analyze and question history is just as important as the history itself. Acquiring skills such as analyzing, open-mindedness, and reading between the lines are all advanced tools that all students of history should obtain (Schrum et al, 2018). Lockyer and Tazzymant (2016) mention that students need to "think about the past lives of both men and women" in order to ensure that they are not "presented in a binary opposition and that the diversity of experience across genders is explored" (p. 14).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For teachers to properly implement a multiple perspective viewpoint, they themselves have to receive training on how to do so. This training includes guiding teachers to be reflective of their own practices, recognize their own biases, and work through them so that they do not influence their classroom environment or curriculum (Schrum et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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A Multiple Perspective Approach to Teaching History in a Modern World

Staszczak-Flavio

2023

VoR

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Providing a comprehensive study of the history of the world allows for students to see and experience various perspectives. History classes are often Eurocentric, providing only one view of a historical event causing voices to be forgotten and cultures to be cast aside. This lack of exposure is detrimental to personal growth and society. Establishing an inclusive curriculum allows for societal change and fights for power against the “attempts made by dominant social groups to maintain control” (Sleeter, 2018). Being culturally aware and accepting allows a community to be established in the classroom, it allows students to think more open mindedly, and it encourages tolerance and respect. This paper will focus on the impact studying multiple perspectives of historical events has on 10th grade students.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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A Multiple Perspective Approach to Teaching History in a Modern World

Staszczak-Flavio

2023

VoR

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“…61 The somewhat belated progress that has been made in the depth and quality of online teaching provision has been accelerated by the relatively recent transition to Online Learning Environments as the primary forum for the provision of university-level teaching material. 62 Nonetheless, throughout the twenty-first century, academic enquiries into the pedagogical value of online teaching provision and techniques in the field of historical studies have, typically, reached positive conclusions. Specifically, a considerable body of research has stressed the utility of collaborative and interactive research-based website construction activities for increasing critical engagement with the recent past and providing students with valuable encounters with a diverse array of historical perspectives.…”

Section: Technologymentioning

confidence: 99%

Teaching Modern British Political History in a Politically Polarised and ‘Post-Truth’ Environment

Jobson

2023

Trans. R. Hist. Soc.

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This article assesses the challenges that university-level teachers of modern British political history currently face in what is often described as a ‘post-truth’ and polarised political environment. It argues that, whilst these challenges do not always present entirely new pedagogical considerations, the sociocultural and political terrain in Britain today requires careful navigation, particularly in an academic field which addresses recent historical topics that are routinely politicised and contested in contemporary discourse. Although there is a lack of scholarly literature on the topic of teaching modern British political history in a higher education setting, this article draws upon a wide array of educational studies to map out the contours of a successful pedagogical strategy that could facilitate ‘deep’ learning in the current contextual environment. To this end, it suggests that by utilising modern British political history's interdisciplinary foundations, applying teaching techniques that help students to explore topics from multiple viewpoints, devising new and stimulating interactive tasks, and capitalising on the opportunities afforded by the Internet age, learning can be enhanced and many of the more academically problematic features and characteristics of the current political climate can be counteracted.

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Teaching History Online: Challenges and Opportunities

Cited by 2 publications

References 0 publications

A Multiple Perspective Approach to Teaching History in a Modern World

A Multiple Perspective Approach to Teaching History in a Modern World

Teaching Modern British Political History in a Politically Polarised and ‘Post-Truth’ Environment

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