Abstract
This paper covers five areas. First, it examines the challenges faced when teaching history in the divided society of Northern Ireland. Second, it traces history teaching’s response through the evolution from a more traditional narrative approach to one characterised by enquiry, evidence handling and multi-perspectivity. Third, it draws on recent research to assess the strengths and limitations of the enquiry approach, particularly with regard to addressing controversial and sensitive issues in history. Fourth, it offers some thoughts on how the recent past can be handled in history lessons.
| Original language | English |
|---|---|
| Pages (from-to) | 97-106 |
| Journal | Storia e Memoria di Bologna |
| Volume | xiv |
| Issue number | 1 |
| Publication status | Published (in print/issue) - 2005 |
Bibliographical note
Reference text: Barton, K. C. and McCully, A. W (2005) History, Identity and the School History Curriculum in Northern Ireland: An Empirical Study of Secondary Students’Ideas and Perspectives, Journal of Curriculum Studies, Vol.37, No. 1, 85-116.Barton, K. & McCully, A. (2010). “You can form your own point of view”: Internally persuasive discourse in Northern Ireland students’ encounters with history, Teachers’ College Record, 112: 1.
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Keywords
- Northern ireland Divided Societies Enquiry History