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Please use this identifier to cite or link to this item:
http://hdl.handle.net/1974/249
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| Title: | Teaching history: A discussion of contemporary challenges |
| Authors: | Bruno-Jofré, Rosa
Schiralli, Martin |
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| Keywords: | teaching and learning history
historical inquiry model
relativism and history teaching
history instruction |
| Issue Date: | 2002 |
| Publisher: | Faculty of Education, Queen's University |
| Series/Report no.: | Volume 3; |
| Abstract: | The authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey’s educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism. |
| Description: | This article was published in the Fall 2002 (Volume 3) issue of Encounters on Education/ Encuentros sobre Educación/ Rencontres sur l'Éducation. The theme of this issue is memory and the teaching of history. The complete series of this monograph is available at http://educ.queensu.ca/publications/encounters/index.shtml. |
| URI: | http://hdl.handle.net/1974/249 |
| ISBN: | 1553390288 |
| Appears in Collections: | Publications
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