Topic variability and criteria in interpretational history teaching

Abstract

This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topicapplicability criteria were discerned in the teachers' elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of 'canonised interpretativity' in lesson materials and the curriculum, and to the degree to which they belonged to 'cold' (morally neutral) or 'hot' (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies.

Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality

“…In this study these units concerned text fragments from the interview transcriptions containing a consideration, which could be a reason or explanation as to why a specific subject was or was not introduced in the lesson. We used the functions of the different temporal layers (i.e., historical perspective taking, historiographical perspective taking, and contemporary perspective taking) and criteria for or against the applicability of historical topic reported by Wansink et al (2016b) (i.e., knowledge, affinity, constructedness, deconstructability, abstractedness, sensitivity, materials, inclusion in the history curriculum), as sensitizing concepts. After identifying the considerations, we used a procedure of open coding guided by our sensitising concepts.…”

“…We deliberately chose topics that varied in moral sensitivity and distance in time (Klein, 2017), but gave no further directions for, or restrictions to, which historical objects or subject perspectives teachers should address. The choice of topics was based on a previous study in which we asked history teachers in the Netherlands to list topics they found applicable for teaching multiperspectivity (Wansink et al, 2016b). The findings of this study showed that the teachers found the Dutch Revolt very applicable (i.e., cold topic) and that the topics of Slavery (i.e., medium hot topic) and the Holocaust (i.e., hot topic) were perceived as less applicable.…”

“…In addition, previous research shows that the practice of teaching interpretational history is topic dependent (Evans, Avery, & Pederson, 1999;Wansink, Akkerman, & Wubbels, 2016b). According to teachers, a topic is more applicable for focusing on multiperspectivity when the teacher has affinity with and knowledge about the topic, when teaching materials are available addressing different perspectives, and when the topic is included in the (formal) curriculum so that they have enough time to address it in-depth.…”

“…Sheppard (2010) described three features to identify a sensitive historical topic: the topic is often a traumatic event; there is some form of identification between those who study history and those who are represented; and there is a moral response to the topic. Based upon the research of Lorenz (1995) and Goldberg (2013Goldberg ( , 2017Goldberg et al, 2011), we introduced in a previous study the metaphor of "hot" and "cold" history (Wansink et al, 2016b), which refers to history in which parties still have a stake because groups and individuals are morally attached to the historical narratives of this part of their past. The study showed that historical topics perceived as "cold history" (i.e., there was little identification between teacher or student, and those who were represented in the past, thus not evoking a moral response) were perceived by history teachers as applicable for addressing multiperspectivity.…”

“…Therefore, it was important that the selected teachers all had the goal to teach history in such a manner that their pupils were able to develop the epistemological insight that historical narratives are subjective interpretations, made in their own cultural contexts (i.e., that multiple perspectives are possible), yet that historical interpretations can be evaluated based on disciplinary criteria. From the participant pool of a previous study investigating history teachers' beliefs about interpretational history teaching (Wansink et al, 2016b), we could select teachers that adhered to this position and considered it to be a relevant insight for pupils in history education. Finally, seven teachers met all criteria, of which five were willing to participate in this study.…”