Knowledge, skills and dispositions:educating history teachers in a divided society

Alan McCully, Alison Montgomery

    Research output: Contribution to journalArticle

    Abstract

    This paper addresses the challenges of educating teachers during the initial teacher education phase to teach history in a society which is emerging from a sustained period of violent communal conflict. Briefly, it draws attention to the reluctance of manyeducators in Northern Ireland to engage directly in potentially sensitive cultural and political debate, and to previous obstacles encountered when introducing controversial issues tostudent teachers. The paper then outlines the strengths and limitations of history teachers’ responses to teaching history in a divided society to date. It focuses on one initiative, which encourages student history teachers to acknowledge the influence that their own backgroundsmay have on how they view, and, subsequently, teach about the past. From an analysisof the qualitative data collected, the authors identify a range of knowledge, skills and dispositions required by teachers to address issues relating to a post-conflict environment.
    LanguageEnglish
    Pages92-105
    JournalInternational Journal of Historical Learning, Teaching and Research
    Volume8
    Issue number2
    Publication statusPublished - Oct 2009

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    disposition
    teacher
    history
    Society
    Teaching
    education
    student

    Keywords

    • Divided Societies
    • Teacher Education
    • Teaching Cultural Difference

    Cite this

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    title = "Knowledge, skills and dispositions:educating history teachers in a divided society",
    abstract = "This paper addresses the challenges of educating teachers during the initial teacher education phase to teach history in a society which is emerging from a sustained period of violent communal conflict. Briefly, it draws attention to the reluctance of manyeducators in Northern Ireland to engage directly in potentially sensitive cultural and political debate, and to previous obstacles encountered when introducing controversial issues tostudent teachers. The paper then outlines the strengths and limitations of history teachers’ responses to teaching history in a divided society to date. It focuses on one initiative, which encourages student history teachers to acknowledge the influence that their own backgroundsmay have on how they view, and, subsequently, teach about the past. From an analysisof the qualitative data collected, the authors identify a range of knowledge, skills and dispositions required by teachers to address issues relating to a post-conflict environment.",
    keywords = "Divided Societies, Teacher Education, Teaching Cultural Difference",
    author = "Alan McCully and Alison Montgomery",
    note = "Reference text: Arlow, M. (2004) Citizenship Education in a divided Society: the case of Northern Ireland In: S.Towel and A. Harley (Eds.), Education, Conflict and Social Cohesion, Geneva, International Bureau of Education, UNESCO, pp. 255-314. Ashton P. & Gregoire-Gill, M. (2003) At the Heart of Teaching: the Role of Emotion in Changing Teachers’ Beliefs J.Raths and A. McAninch (Eds.) Teacher Beliefs and Classroom Performance: the Impact of Teacher Education, Greenwich, Conn., Information Age Publishing. Barton, K. C., & Levstik, L. S. (2004) Teaching history for the common good Mahwah, NJ, Lawrence Erlbaum Associates. Chinn, C. A. & Brewer, W. F. (1993) The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction Review of Educational Research, 63, pp.1-49. Cole, E.A. (Ed.) (2007) Teaching the Violent Past: History Education and Reconciliation Plymouth, Rowman and Littlefield Publishers Inc. Conway, M. (2003) Identifying the Past: An exploration of Teaching and Learning Sensitive issues in History at Secondary School Level Educate, 4 (2). www.educatejournal.org/ accessed on 4/2/08. Fulton, S. & Gallagher, A. (1996) Teacher Training and Community Relations in Northern Ireland M. Craft (ed.) Teacher Education in Pluralist Societies: an International Review, London, Falmer Press, pp. 82-94 Gallagher, A. (2004) Education in Divided Societies Basingstoke, Palgrave MacMillan. Hewstone, M. (2003) Intergroup Contact: Panacea for Prejudice? The Psychologist, 16 (7) pp. 352-355. Kitson, A. (2007) History Education and Reconciliation in Northern Ireland E.A. Cole (Ed.) Teaching the Violent Past: History Education and Reconciliation, Lanham, MD, Rowman & Littlefield. Kitson, A. & McCully, A. (2005) You hear about it for real in school.’ Avoiding, containing and risk-taking in the history classroom Teaching History, 120, pp.32-37. McCombe, J. (2006) School History and the Introduction of Local and Global Citizenship into the School History Curriculum: the views of History teachers Thesis submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy, University of Ulster. Unpublished. McCully, A. (1998) The Teaching of History in a Divided Community, Report of a European Teachers’ Seminar Strasbourg, Council of Europe. Montgomery, A. & McCully, A. (2000) What have values got to do with it? G. Easdown (Ed.), Innovation and methodology: Opportunities and Constraints in History Teacher Education, Lancaster. HTEN). pp. 55-66. Morrow, D., Eyben, E. & Wilson, D. (2003) From the Margin to the Middle: Taking Equity, Diversity and Interdependence Seriously O. Hargie and D. Dickson (Eds.) Researching the Troubles: Social Science perspectives on the Northern Ireland Conflict, Edinburgh, Mainstream Publishing, pp. 163-181. Phillips, R., Goalen, P., McCully, A. & Wood, S. (1999) History Teaching, Nationhood and a British Identity; Past, Present and Future Compare, 29 (2), pp. 153-169. Seixas, P. (ed.) (2004) Theorizing Historical Consciousness Toronto, University of Toronto Press. Siberry, L. & Kearns, H. (2005) An intercultural approach to challenging issues in Northern Ireland teacher education European Journal of Teacher Education, 28 (3), pp. 259-266. Slater, J. (1995) Teaching History in the New Europe London, Council of Europe, Cassell. Smith, A. & Vaux, T. (2003) Education, Conflict and International Development London, Department of International Development (DFID). Walker, B. M. (1996) Dancing to history’s tune: History, myth, and politics in Ireland Belfast, Institute of Irish Studies, Queen’s University of Belfast. Weldon, G. (2005) Thinking Each Other’s History: can Facing the Past Contribute to Education for Human Rights and Democracy? International Journal of Historical Learning, Teaching and Research, 5 (1). Accessed on 8/1/09. http://centres.exeter.ac.uk/historyresource/journal9/9contents.htm",
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    Knowledge, skills and dispositions:educating history teachers in a divided society. / McCully, Alan; Montgomery, Alison.

    In: International Journal of Historical Learning, Teaching and Research, Vol. 8, No. 2, 10.2009, p. 92-105.

    Research output: Contribution to journalArticle

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