Conference: Discourses on Historical Education (original) (raw)
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Jocelyn Létourneau will give two presentations in London shortly. WHEN? September 7-9 2015 WHY? The 12th International Conference of the History Educators International Research Network WHERE? The University of London – Institute of Education WHAT? The titles of the presentations are: - Teaching History To K12 Kids: Reflections Based On A Large Scale Research Project - Quebec Students and their Historical Consciousness of the Nation ABSTRACT : TEACHING HISTORY TO K12 KIDS: REFLECTIONS BASED ON A LARGE SCALE RESEARCH PROJECT When submitted to trivia tests, kids seem to know very little about the past of their community (nation). I decided to look at the situation a different way in asking two broad questions to about 5000 different young people, during a period of ten years, when they were in the classroom: 1) "Tell me the history of Quebec as you know"; 2) "If you had to summarize the history of Quebec in a phrase, what would you write personally?" Analysing the corpus shows two things: 1) kids know more about the past of their community (nation) than we think they do; 2) what they know is as powerful as it is simplistic. So the question: How to teach history to kids in the context they are not empty pots but have a very strong prior knowledge? First step is to assess knowledge kids possess… to discover that it’s very much rooted in their community’s mythistories (I shall define that concept in my talk). o Second is to create a cognitive conflict with kid’s prior knowledge so they are challenged in their historical representations. o Third is to provide kids with alternative historical knowledge structured in the form of “catchy” ideas (so they may remember something of what is taught to them), knowledge also focused on their community’s mythistories (in order to have them distancing from the common premises upon which their culture is constructed, so they study history with a purpose, which is a good inducement to develop their learning interest). o In the paper each point will be detailed and backed with arguments. The aim of the talk is not to go against historical thinking theory but to adjust the basics of this theory with the general context into which kids learn (and use that knowledge to live efficiently in complex social settings). References: • J. Létourneau, Je me souviens ? Le passé du Québec dans la conscience historique de sa jeunesse, Montreal, Fides, 2014. • J. Létourneau, “Teaching National History to Young People Today”, in Mario Carretero, Stefan Berger & Maria Grever (eds.), International Handbook of Research in Historical Culture and Education. Hybrid Ways of Learning History, London, Palgrave Macmillan, 2015. [To be published]. • J. Létourneau, S. Lévesque & R. Gani, “A Giant with Clay Feet: Quebec Students and the Historical Consciousness of the Nation”, International Journal of Historical Learning, Teaching and Research, 11, 2 (May 2013), p. 159-175.
COUNCIL OF EUROPE, QUALITY HISTORY EDUCATION IN THE 21 ST CENTURY PRINCIPLES AND GUIDELINES
This is the latest document of Council of Europe on History Education. It has been approved by the General Assembly on October 2018. Herewith you can find the key principles and guidlines on History Teaching in contemporary diverse and controversial European societies. I had the honour of being co-author alongside distinguished colleagues in History Education at this effort. Our overall goal is this document to help educators to use History not as a means of nourishing heatred and alienation between people, but as a valuable subject to develop pupils' historical thinking competences and enhance democratic values in everyday life views and practices. See also: https://www.coe.int/en/web/history-teaching/publications
THIRD CALL FOR PAPERS * The HEIRNET 2018 conference brings together colleagues from around the world interested in History Education's key civilising, cultural, moral, social, political and citizenship roles. HEIRNET is a forum for a research-based discourse on history educational theory, scholarship, policy and practice: for details see attached conference circular that lists its 12 themes and 130 topics http://www.cvent.com/events/history-educators-international-research-network-heirnet-conference-2018/event-summary-f6aec3ae91b64dc284719aa8ee4018bf.aspx
History teaching today. Approaches and Methods
History teaching today. Approaches and Methods, 2011
This manual is a result of extensive discussions held in the framework of the joint project Interculturalism and the Bologna Process, the project funded by EU and managed by the European Commission Liaison Office in Kosovo and implemented by the Council of Europe. The project set 6 workshops for education professionals who actively contributed to the success of the final manual with their ideas and vision of the future. In this way we would like to express our gratitude to the workshop group of local experts: Fehmi Rexhepi, Arbër Salihu, Frashër Demaj, Binak Gërguri, Skënder Mekolli, Ismet Potera, Azem Azemi, Arif Demolli, Sabri Rexha, Bajram Shatri, Donika Xhemajli, Isa Bicaj, Shkodran Imeraj, Sulltane Ukaj, Osman Zeka, Emine Bakalli and Gazmend Rizaj˝.
History in Pre-University Education
2014
This paper aims to analyse the challenges of historiography, in particular those coming across during the process of writing the textbooks of history for the educational curriculum. Its approach is theoretical as much as empirical. The object of the paper is to evaluate the level of meeting the scientific criteria in the text “The history of the albanian people 12”. Considering the fact that historical literature, including the school books of history, is written continuously, historians should meet the following criteria: 1. The generalising criterion, meaning the synthetic presentation of historical processes treated with a scientific objectivity. During the compilation, it is necessary to avoid biased stance, politicisation and extreme ideological arguments that distort the historical truth. Scientific accuracy can be reached by using the valid thesis of native and foreign historiography. 2. The chronological criterion, as the main characteristic of the historicism, implies time ...