Global Perspectives on the Role of Dialogue in History Education

Auteur

Mario Carretero is Professor of Cognitive Psychology, Autonoma University of Madrid, Spain, and researcher of FLACSO-Argentina

Everardo Perez-Manjarrez is Professor of History, National University of Distance Education (UNED), Madrid, Spain, and researcher of the Harvard Graduate School of Education

Résumé
Providing the first volume-length exploration of the role that dialogue has played in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.

Contenu

Introduction - Dialogue as a necessary challenge for history education.

Part I. Reflections on the challenges, opportunities and obstacles of dialogue in history education

1. Collective Memory and History School Textbooks: The Cases of Authoritarianism and Intractable Conflict

2. Dialogue between two conflicting historical Narratives: Palestine, Israel, and the PRIME Dual Historical Narratives project.

3. Contested History Teaching and Dialogue in divided Cyprus

4. When the Subaltern Cannot Speak: Teaching about and through Historical Silence

Part II. Dialogical activities in the classroom

5. Dialogue as shared historical inquiry: reflections on research into educational dialogue in history education

6. Towards a Definition of Pedagogical Content Knowledge of Argumentation in the History Classroom

7. Mapping Historical Discussions: Effects of Personal Investment and Issue Type on the Flow of Discourse

8. Enhancing dialogic practices in social studies education in Norway: students' and teachers' perspectives

Part III. Digital media and historical dialogue

9. Fostering reflective dialogue on the difficult past and present of religious diversity in Europe. A docutube methodology

10. Teaching recent historical conflicts through dialogical controversies and documentary theater

11. Intercultural Historical Dialogue: Advancing History Learning Through Student-to-Student Interactions