Christopher Martell is an assistant professor of social studies education in UMass Boston’s College of Education and Human Development. His research and professional interests focus on teacher development across the career span, including pre-service teacher preparation, in-service professional development, and practitioner inquiry. He is particularly interested in social studies teachers in urban and multicultural contexts, and how they use historical inquiry, culturally sustaining pedagogy, and teach for social justice. See https://www.youtube.com/watch?v=6Ls_g9B19TY
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In this latest provocation from PastFwd, Dr Alistair Dickins from the University of Manchester explores student conceptualisations of the meaning of 'race' and its importance in the classroom. See https://youtu.be/T4g5GaQgtB8
Ciara Rushton is currently a year 13 student taking her A-Levels in England. She hopes to go to university next academic year to study History and Politics, and is greatly interested in the histories of Russia and Germany, as well as how we understand history and the philosophies linked to our understandings of it. This links to her interest in historical education and how history is brought to the masses. Ciara's provocation asks us to consider the future and purpose of history education. See https://www.youtube.com/watch?v=8NLjMm561ZY
In this video provocation, Eleni Apostolidou of the University of Ioannina, Greece, presents a three-part argument that school history is a form of public history. See: https://www.youtube.com/watch?v=zKsBd2yIowk&feature=youtu.be
Dr Tyson Retz is Associate Professor at the University of Stavanger, Norway. He holds a PhD in history (jointly with philosophy) from the University of Melbourne, where his research on the concept of empathy in historical method, theory and education led to the book Empathy and History, a dual exploration of empathy’s intellectual and educational history. His research since has explored the nature of the history discipline, re-enactment, the ethics of teaching rise and decline, history in the Anthropocene and the history of the concept of progress in liberal democracy from the nineteenth century to the present day. In this provocation, Dr Retz appeals for a renewed engagement with the values, questions and concerns driving change and innovation in disciplinary practice. See https://www.youtube.com/watch?v=t3iRniJ9Ta0
Afia Ahmed Chaudhry is a deputy head of history, published writer, and researcher. She is currently a doctoral student at the University of Oxford, exploring identity formation in British classrooms. Her interests span social mobility, British Muslims, educational theory, pedagogy and curriculum development. She was recently published in the best-selling anthology It's Not About The Burqa, and has written extensively on British Muslims, Education, and ideology for an equitable society. Afia tweets at @EduAfs_ In this provocation, Afia asks about the purpose of school history and where Muslims fit into the current national narrative. https://www.youtube.com/watch?v=6jTuGHWNonw
Paul Kiem, history teacher for thirty years and now Professional Officer for History Teachers' Association of New South Wales, Australia, asks important questions around the use of sourcework in second-level history classrooms. Since the source-based inquiry revolution of the 1970s and 1980s, ‘source work’ has been a major focus of history education. During this period, the practice of source work has been subject to varying levels of scrutiny. In this discussion Paul Kiem seeks to promote more widespread evaluation of the role of source work by briefly surveying how historians work and how this may relate to school based source work. He concludes with some suggestions on the role source work may play as one component in the rich array of pedagogical approaches needed to support successful history teaching. https://youtu.be/KB3DbvNPStI
In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world. In this presentation, Lindsay argues that commemoration controversies should be an essential part of teaching and learning school history because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking.
https://www.youtube.com/watch?v=tX1BzwME5mg Session 2: CAITRÍONA NÍ CASSAITHEIn this provocation, Caitriona argues that in an era of rapid technological change, economic downturns, environmental catastrophes, racial injustices and mounting political instability, traditional approaches to history education are insufficient for today’s students. She proposes an approach to teaching history which allows children to engage in a critical historical enquiry of the past through the lenses of social justice education and education for sustainable development. https://www.youtube.com/watch?v=9zsCE-MS8WM
This provocation is concerned with the purpose of history education in England at present. @ArthurJChapman asks if this purpose too is narrow and whether educators should look to understanding of variable ways in which the past is made present in contemporary culture. https://www.youtube.com/watch?v=rO3z9voyvCU&feature=youtu.be
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March 2021
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