Schools, Students, and Community History in Northern Ireland

Alan McCully, Keith C Barton

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    Our work in Northern Ireland has been motivated by the need to understand the impact of school curricula on young people’s ideas. Community division there is justified by differing historical interpretations, but schools aim to provide a balanced and evidence based approach to historical inquiry, rather than a consensual national narrative. But how far does this influence students’ ideas, particularly in relation to the narratives they encounter outside school? Despite methodological challenges, our research provided a hopeful view of students’ willingness and ability to move beyond partisan views of the past. Other critical issues remain unanswered, such as the role of emotions in learning conflicted history, the impact of specific instructional techniques, and the motivation for history teachers to take risks.
    Original languageEnglish
    Title of host publicationContemplating Historical Consciousness: Notes from the Field
    EditorsAnna Clark, Carla Peck
    Place of PublicationNew York
    PublisherBerghahn Books
    Chapter1
    Pages19-31
    Number of pages13
    Volume36
    ISBN (Electronic)978-1-78533-930-1
    ISBN (Print)978-1-78533-929-5 , 978-1-78920-837-5
    Publication statusPublished - 31 Dec 2018

    Publication series

    NameMaking Sense of History: Studies in Historical Cultures

    Keywords

    • Northern Ireland
    • conflict
    • pedagogy
    • divided societies
    • curriculum
    • students

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