The value of history. Study of curricular alternatives at secondary school (3): learning to think from multiple perspectives
DOI:
https://doi.org/10.26754/ojs_clio/clio.2020465267Keywords:
multiperspectivity, historical perspectives, controversial history, historical thinking, curricular studies, Secondary School HistoryAbstract
As a curricular orientation, discussing multiple perspectives on past events is as accepted among researchers as it is rare in our history classrooms. Following the trail of previous issues in this series of articles, this curricular orientation is analysed here in the light of published experiences and research, trying to clarify what it consists of, its keys, its most common practices and why it is valuable for students. Multiperspectivity is at the very core of history as a discipline. It is opposed to memory, characterised by closed stories that impose a single version of the past. In this tension between discipline and memory, the practice of history teaching has usually opted for the latter. But learning to analyse, evaluate and debate the different interpretations of the world of the past (and the present) has much more curricular value. Multiperspectivity not only means understanding the true controversial, open, and critical nature of history, but it is the very foundation of democratic citizenship.
Downloads
References
Abdou, E. D. (2017). Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Quebec Textbooks. Theory & Research in Social Education, 45, 378-412.
ACARA (Australian Curriculum Assessment and Reporting Authority). (2015). Australian curriculum: History: Structure. https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/structure/
Ahonen, S. (2012). Coming to Terms with a Dark Past: How Post-Conflict Societies Deal with History. Peter Lang.
Ahonen, S. (2013). Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina. Nordidactica – Journal of Humanities and Social Science Education, 1, 90-103.
Ahonen, S. (2017). The Lure of Grand Narratives: A Dilemma for History Teachers. En H. A. Elmersjö, A. Clark y M. Vinterek (Eds.), International Perspectives on Teaching Rival Histories. Pedagogical Responses to Contested Narratives and the History Wars (pp. 41-62). Palgrave Macmillan.
Ahonen, S. (2019). The construction and deconstruction of national myths. A study of the transformation of Finnish history textbook narratives after World War II. European Politics and Society, 21(3), 341-355. https://doi.org/10.1080/23745118.2019.1645427
Alberta, Ministry of Education. (2015). Social Studies. Kindergarten to Grade 12. Alberta Ministry of Education.
Alcoe, A. (2015). Post hoc ergo propter hoc? Using causation diagrams to empower sixth-form students in their historical thinking about cause and effect. Teaching History, 161, 16-24.
Barnett, R. (2000). Realizing the university in an age of supercomplexity. The society for Research into Higher Education & Open University Press.
Barnett, R. (2007). A Will to Learn. Being a Student in an Age of Uncertainty. SRHE & Open University Press.
Barton, K. y McCully, A. W. (2007). Teaching controversial issues... where controversial issues really matter. Teaching History, 127, 13-19.
Barton, K. C. y McCully, A. W. (2012). Trying to “See Things Differently”: Northern Ireland Students’ Struggle to Understand Alternative Historical Perspectives. Theory & Research in Social Education, 40(4), 371-408. https://doi.org/10.1080/00933104.2012.710928ç
Berger, S. y Lorenz, C. (2008). Introduction: National history writing in Europe in a global age. En S. Berger y C. Lorenz (Eds.), The Contested Nation: Ethnicity, class, religion and gender in national histories (pp. 1-23). Palgrave Macmillan.
Bermúdez, A. y Argumero, D. (2018). The narrative framing of violence in teaching resources about the Spanish Conquest of America. Panta Rei. Revista Digital de Ciencia y Didáctica de la Historia, 2018, 93-118. https://doi.org/10.6018/pantarei/2018/5
Brooks, S. (2009). Historical Empathy in the Social Studies Classroom: A Review of the Literature. The Journal of Social Studies Research, 33(2), 213-234.
Carretero, M. (2001). La construcción de una identidad nacional. Cuadernos de Pedagogía, 308, 52-56.
Carretero, M. (2007). Documentos de identidad. La construcción de la memoria histórica en un mundo global. Paidós.
Carretero, M. (2011). Comprensión y aprendizaje de la historia. En L. F. Rodríguez y N. García (Eds.), Enseñanza y aprendizaje de la Historia en la Educación Básica (pp. 69-104). Secretaría de Educación Pública, Gobierno Federal.
Carretero, M. (2011b). Constructing patriotism. Teaching history and memories in global worlds. Information Age Publishing.
Carretero, M. y Bermúdez, A. (2012). Constructing Histories. En J. Valsiner (Ed.), Oxford Habdbook of Culture and Psychology (pp. 625-646). Oxford University Press.
Carretero, M. y Kriger, M. (2008). Narrativas históricas y construcción de la identidad nacional: representaciones de alumnos argentinos sobre el “Descubrimiento” de América. Cultura y Educación, 20(2), 229-242.
Carretero, M. y Kriger, M. (2011). Historical representations and conflicts about indigenous people as national identities. Culture & Psychology, 17(2).
Carretero, M. y Lee, P. (2014). Learning Historical Concepts. En R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed.). Cambridge University.
Chapman, A. (2011a). Historical interpretations. En I. Davies (Ed.), Debates in History Teaching (pp. 96-108). Routledge.
Chapman, A. (2011b). Twist and Shout? Developing Sixth-Form Students' Thinking about Historical Interpretation. Teaching History, 142, 24-33.
Chapman, A. (2011c). Understanding Historical Knowing: Evidence and Accounts. En L. Perikleous y D. Shemilt (Eds.), The Future of the Past: Why History Education Matters. The Association for Historical Dialogue and Research (AHDR).
Clark, A. (2006). Teaching the nation. Politics and pedagogy in Australian history. Melbourne University Press.
Clark, A. (2009). Teaching the nation’s story: comparing public debates and classroom perspectives on history education in Australia and Canada. Journal of Curriculum Studies, 41(6), 745-762. https://doi.org/10.1080/00220270903139635
Council of Europe. (2011). The Committee of Ministers to member states on intercultural dialogue and the image of the other in history teaching. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016805cc8e1
Duquette, C. (2015). Relating historical consciousness to historical thinking through assessment. En K. Ercikan y P. Seixas (Eds.), New directions in assessing historical thinking (pp. 51-63). Routledge.
Elmersjö, H. A., Clark, A. y Vinterek, M. (Eds.) (2017). International Perspectives on Teaching Rival Histories. Pedagogical Responses to Contested Narratives and the History Wars. Palgrave Macmillan.
Fontana, J. (1999). Historia: análisis del pasado y proyecto social. Crítica.
Fordham, M. (2012). Out went Caesar and in came the Conqueror, though I'm sure something happened in between... Teaching History, 147, 38-46.
Foster, S. J. (1998). Politics, parallels and perennial curriculum questions: the battle over school history in England and the United States. The Curriculum Journal, 9(2), 153-164. https://doi.org/10.1080/0958517970090203
Foster, S. (2017). Teaching About the First World War in England: Exploring Controversy and Competing Historical Interpretations. En H. A. Elmersjö, A. Clark y M. Vinterek (Eds.), International Perspectives on Teaching Rival Histories. Pedagogical Responses to Contested Narratives and the History Wars. Palgrave Macmillan.
Foster, S. J. y Rosch, R. (1997). Teaching World War I from Multiple Perspectives. Social Education, 61(7), 429-434.
Gibson, L. y Case, R. (2019). Reshaping Canadian History Education in Support of Reconciliation. Canadian Journal of Education / Revue canadienne de l’éducation, 42(1), 251-284.
González, M. F.y Carretero, M. (2013). Historical narratives and arguments in the context of identity conflicts. Estudios de Psicología, 34(1), 73-82.
Grever, M. (2012). Dilemmas of Common and Plural History. En M. Carretero, M. Asensio y M. Rodríguez-Moneo (Eds.), History Education and the Construction of National Identities (pp. 75-91). Information Age Publishing, Inc.
Hakoköngäs, E., Kleemola, O., Sakki, I. y Kivioja, V. (2020). Remembering war through images: Visual narratives of the Finnish Civil War in history textbooks from the 1920s to the 2010s. Memory Studies, 00, 1-16. https://doi.org/10.1177/1750698020959812
Huijgen, T., van Boxtel, C., van de Grift, W. y Holthuis, P. (2016). Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past,. Theory & Research in Social Education, 00, 1-35. https://doi.org/10.1080/00933104.2016.1208597
Keet, P. y Datema-Chang, H. (2020). Multiperspectiviteit bij sensitief erfgoed in de klas. Tijdschrift voor lerarenopleiders, 41(3), 166-175.
Klein, S. R. E. (2010). Teaching History in the Netherlands: Teachers’ Experiences of a Plurality of Perspectives. Curriculum Inquiry, 40(5), 614-634.
Korostelina, K. V. y Lässig, S. (Eds.) (2013). History Education and Post-Conflict Reconciliation: Reconsidering Joint Textbook Projects. Routledge.
Kropman, M., van Drie, J. y van Boxtel, C. (2019). Multiperspectivity in the History Classroom: The Role of Narrative and Metaphors. En M. Hanne y A. A. Kaal (Eds.), Narrative and Metaphor in Education: Look Both Ways (pp. 63-75). Routledge.
Kropman, M., van Boxtel, C. y van Drie, J. (2020). Narratives and Multiperspectivity in Dutch Secondary School History Textbooks. Journal of Educational Media, Memory, and Society, 12(1), 1-23. https://doi.org/10.3167/jemms.2020.120101
Lee, P. J. (1998). ‘A lot of guess work goes on’. Children’s understanding of historical accounts. Teaching History, 92, 29-36.
Lee, P. J. (2005). Putting Principles into Practice: Understanding History. En M. S. Donovan y J. D. Bransford (Eds.), How students learn: history, mathematics, and science in the classroom (pp. 31-77). The National Academies Press.
Lee, P. J. y Ashby, R. (2000). Progression in Historical Understanding among Students Ages 7-14. En P. Stearns, P. Seixas y S. Wineburg (Eds.), Knowing, Teaching Learning History (pp. 199-223). New York University Press.
Lee, P. y Ashby, R. (2001). Empathy, perspective taking, and rational understanding. En O.L. Davis Jr., E. A. Yeager y S. J. Foster (Eds.), Historical Empathy and Perspective Taking in the Social Studies (pp. 21-50). Rowman & Littlefield Publishers, Inc.
Lee, P. J. y Shemilt, D. (2003). A scaffold, not a cage: Progression and progression models in history. Teaching History, 113, 13-23.
Lee, P. J. y Shemilt, D. (2004). ‘I just wish we could go back in the past and find out what really happened’: progression in understanding about historical accounts. Teaching History, 117, 25-31.
Levstik, L. S. (1997). "Any History is Someone's History". Listening to Multiple Voices from the Past. Social Education, 61(1), 48-51.
Lipman, M. y Sharp, A. M. (2002). La filosofía en el aula. Ediciones de la Torre (orig.: Temple University Press, 1980).
Marcus, A. S. y Stoddard, J. D. (2009). The Inconvenient Truth about Teaching History with Documentary Film: Strategies for Presenting Multiple Perspectives and Teaching Controversial Issues. The Social Studies, 100(6), 279-284. https://doi.org/10.1080/00377990903283957
Mark, E. (2017). Teaching the Ends of Empires. EuroClio. https://www.euroclio.eu/ tag/teaching-multiperspectivity/
Nygren, T., Vinterek, M., Thorp, R. y Taylor, M. (2017). Promoting a Historiographic Gaze through Multiperspectivity in History Teaching. En H. A. Elmersjö, A. Clark y M. Vinterek (Eds.), International Perspectives on Teaching Rival Histories. Pedagogical Responses to Contested Narratives and the History Wars (pp. 207-228). Palgrave Macmillan.
Nordgren, K. y Johansson, M. (2015). Intercultural historical learning: a conceptual framework. Journal of Curriculum Studies, 47(1), 1-25. https://doi.org/10.1080/ 00220272.2014.956795
Paricio, J. (2018). El valor de la historia. Estudio de alternativas curriculares en Secundaria (1): una visión integrada de las transformaciones (cambio/continuidad) que conducen y modelan el presente (conciencia histórica). CLIO. History and History teaching, 44, 232-247. http://clio.rediris.es/n44/articulos/14Paricio2018.pdf
Paricio, J. (2019). El valor de la historia. Estudio de alternativas curriculares en Secundaria (2): aprender sobre la alteridad y la naturaleza humana a través de la empatía o toma de perspectiva histórica. CLIO. History and History teaching, 43.
Paricio, J. (2021). Perspective as a threshold concept for learning history. History Education Research Journal, 18(1) (en prensa).
Paul, R. y Elder, L. (2006). The Thinker’s Guide To Fallacies: The Art of Mental Trickery and Manipulation. The Foundation for Critical Thinking.
Pozo, J. I. y Carretero, M. (1989). Las explicaciones causales de expertos y novatos en Historia. En M. Carretero, J. I. Pozo y M. Asensio (Eds.), La enseñanza de las ciencias sociales (pp. 139-164). Visor.
Reisman, A. y Wineburg, S. (2008). Teaching the Skill of Contextualizing in History. The Social Studies, 99(5), 202-207.
Rüsen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontogenetic development. En P. Seixas (Ed.), Theorizing historical consciousness (pp. 63-85). University of Toronto Press. (Original: 1989)
Rüsen, J. (2008). History: Narration, Interpretation, Orientation (2nd ed.). Berghan Books.
Rüsen, J. (2012). Tradition: a principle of historical sense-generation and its logic and effect in historical culture. History and Theory, 51(4), 45-59. https://doi.org/doi:10.1111/j.1468-2303.2012.00646.x
Schnakenberg, U. (2010). Developing multiperspectivity through cartoon analysis: strategies for analysing different views of three watersheds in modern German history. Teaching History, 139, 32-39.
Schuitema, J. (2008). Talking about values: a dialogic approach to citizenship education as an integral part of history classes. Universiteit van Amsterdam.
Scott, D. (2013). Teaching Aboriginal Perspectives: An Investigation into Teacher Practices amidst Curriculum Change. Canadian Social Studies, 46(1), 31-43.
Seixas, P. (2000). Schweigen! die Kinder! or, Does Postmodern History Have a Place in the Schools? In P. N. Stearns, P. Seixas y S. S. Wineburg (Eds.), Knowing, teaching and learning history. National and international perspectives (pp. 19-37). New York University Press.
Seixas, P. (2005). Historical Consciousness: the Progress of Knowledge in a Postprogressive Age. En J. Straub (Ed.), Narration, Identity, and Historical Consciousness. Berghahn Books.
Seixas, P. (2007). Who needs a canon?, en M. Grever y S. Stuurman (Eds.), Beyond the canon. History for the twenty-first century (pp. 19-30). Palgrave Macmillan.
Seixas, P., Fromowitz, D. y Hill, P. (2005). History, Memory and Learning to Teach. En R. Ashby, P. Gordon y P. Lee (Eds.), Understanding History. Recent Research in History Education. Volume 4. Routledge.
Sharp, H. (2017). After the Ideological Battles: Student Views on Sources Representing the Gallipoli Conflict. En H. A. Elmersjö, A. Clark, y M. Vinterek (Eds.), International Perspectives on Teaching Rival Histories. Pedagogical Responses to Contested Narratives and the History Wars (pp. 229-250). Palgrave Macmillan.
Stoel, G. L., van Drie, J. P. y van Boxtel, C. A. M. (2015). Teaching towards historical expertise: developing a pedagogy for fostering causal reasoning in history. Journal of Curriculum Studies, 47(1), 49-76. doi:10.1080/00220272.2014.968212
Stradling, R. (2003). Multiperspectivity in history teaching: a guide for teachers. Council of Europe.
Swedish National Agency for Education. (2018). Curriculum for the compulsory school, preschool class and school-age educare. Revised 2018. Swedish National Agency for Education.
Van Nieuwenhuyse, K. y Wils, K. (2012). Remembrance education between history teaching and citizenship education. Citizenship Teaching & Learning, 7(2), 157-171. doi:10.1386/ctl.7.2.157_1
VanSledright, B. (2002). In Search of America’s Past. Learning to Read History in Elementary School. Teachers College Press, Columbia University
VanSledright, B. (2011). The challenge of rethinking history education: On practices, theories, and policy. Routledge.
Waters, D. (2014). A host of histories: helping Year 9s explore multiple narratives through the history of a house. Teaching History, 156, 42-49.
Wineburg, S. (1991). On the Reading of Historical Texts: Notes on the Breach Between School and Academy. American Educational Research Journal, 28(3), 495-519.
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press.
Wineburg, S. (2010). Thinking Like a Historian. Teaching with Primary Sources Quarterly, 3(1), 2-4.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Javier Paricio Royo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright remains the property of authors. Permission to reprint must be obtained from the authors and the contents of JoS cannot be copied for commercial purposes. JoS does, however, reserve the right to future reproduction of articles in hard copy, portable document format (.pdf), or HTML editions of JoS.
