Teaching history: A discussion of contemporary challenges
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Authors
Bruno-Jofré, Rosa
Schiralli, Martin
Date
2002
Type
journal article
Language
en
Keyword
teaching and learning history , historical inquiry model , relativism and history teaching , history instruction
Alternative Title
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.
Citation
Publisher
Faculty of Education, Queen's University