Undervisning i følsom og omstridt historie
DOI:
https://doi.org/10.7146/rhdt.v9i1.165203Resumé
Undervisning i følsomme og omstridte historieemner kan åbne for stærk elevnysgerrighed og engagement. Ved at læse artiklen får du viden om læreres og elevers reaktioner på følsomme og omstridte historieemner – og inspiration til strategier, der gør dig bedre rustet til at håndtere både nysgerrighed og ubehag i undervisningen.
Referencer
Baker, M., Robinson, H.T., & Joseph, M. (2022). The fear of harm: The challenges preservice urban teachers have with historical perspective recognition when discussing difficult histories. Texas Education Review, 10(1), 30-48. https://doi.org/10.15781/680y-je53
Brauch, N., Leone, G., & Sarrica, M. (2019). ‘The debate almost came to a fight…’ results of a cross-national explorative study concerning history teachers’ shared beliefs about teaching historical sensitive issues. Pedagogy, Culture and Society, 27(1), 111-132. DOI: 10.1080/14681366.2019.1566164
Castro, J. A. A., Miguélez, J. C., Alves, L. A. M., & Maia, C. M. (2021). Learning to teach history in secondary education: Preservice teachers’ attitudes when faced with emotional and controversial issues. I: Carrasco, C. J. G., Martínez, P. M., and Facal, R. L. (red.) (2021). Handbook of Research on Teacher Education in History and Geography, 259-282. Peter Lang.
Glanvill-Miller, S. (2017). ‘Teaching Maths is Easier Than This!’: Pre Service Educators Confront the Challenges and Opportunities of Teaching Emotive and Contested Pasts in Post-Apartheid History and Social Science Classrooms. South African Historical Journal, 69(1), 52-69. DOI: 10.1080/02582473.2017.1278781
Honig, M. & Porat, D. (2021). Fight, flight or light: three approaches to teaching difficult past events. Oxford Review of Education, 47(2), 224-242. DOI:10.1080/03054985.2020.1828050
Johannesen, H. J. (2022). Difficult knowledge og folkedrab i historieundervisningen i et elevperspektiv. Nordidactica – Journal of Humanities and Social Science Education, 2022:3, 28-52
Jovanović, R. & Marić, D. (2020). Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics? Journal of Curriculum Studies, 52(5), 636-653. DOI: 10.1080/00220272.2020.1780326
Kello, K. (2016) Sensitive and controversial issues in the classroom: teaching history in a divided society. Teachers and Teaching, 22(1), 35-53. DOI:10.1080/13540602.2015.1023027
Knudsen, H. E. & Suica, M. (2026). ‘Conceptualizing Emotional Reactions to Teaching Contested Histories’, International Journal of History Education and Culture (IJHEC), 46.
Miles, J. (2019). Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian Residential Schools. Theory and Research in Social Education, 47:4, 472-496., DOI: 10.1080/00933104.2019.1626783
Savenije, G. M., Brauch, N. & Wagner, W. (2019). Sensitivities in history teaching across Europe and Israel. Pedagogy, Culture and Society, 27(1), 1-6. DOI:10.1080/14681366.2019.1566163
Suica, M. (2023). Mеста сећања у настави оријентисаној ка развијању компетенција за демократску културу. In: M. Шуица, Л. Жупанић Шуица et al. (red.) (2023). Учионица сећања на отвореном, 7-44. Београд: Еволута (Oversat titel: Erindringssteder i undervisningen med fokus på udvikling af kompetencer for demokratisk kultur.)
Suica, M. (2024). ‘Radio Silence’: - Radio Television Station Building in Belgrade memorial site exercise. Unpublished ms.
Wansink, B., Graaf, B.d. & Berghuis, E. (2021). Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class. Theory and Research in Social Education, 49(4), 489-509. DOI:10.1080/00933104.2021.1920523
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Ophavsretten til artiklerne i RADAR deles mellem forfatter og tidsskrift.
Artikler publiceret i RADAR må citeres, downloades og videresendes for ikke-kommerciel brug, under forudsætning af normal akademisk reference til forfatter(e) samt tidsskrift, årgang, nummer og sider. Artiklerne må kun genudgives med eksplicit tilladelse fra forfatter(e) og tidsskriftet.
