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.
    LanguageEnglish
    Title of host publicationContemplating Historical Consciousness: Notes from the Field
    EditorsAnna Clark, Carla Peck
    Place of PublicationNew York
    Chapter1
    Pages19-31
    Number of pages13
    Volume36
    ISBN (Electronic)ISBN 978-1-78533-930-1
    Publication statusPublished - 2019

    Publication series

    NameMaking Sense of History: Studies in Historical Cultures

    Fingerprint

    history
    school
    community
    narrative
    student
    emotion
    curriculum
    interpretation
    ability
    teacher
    learning
    evidence

    Keywords

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

    Cite this

    McCully, A., & Barton, K. C. (2019). Schools, Students, and Community History in Northern Ireland. In A. Clark, & C. Peck (Eds.), Contemplating Historical Consciousness: Notes from the Field (Vol. 36, pp. 19-31). (Making Sense of History: Studies in Historical Cultures). New York.
    McCully, Alan ; Barton, Keith C. / Schools, Students, and Community History in Northern Ireland. Contemplating Historical Consciousness: Notes from the Field. editor / Anna Clark ; Carla Peck. Vol. 36 New York, 2019. pp. 19-31 (Making Sense of History: Studies in Historical Cultures).
    @inbook{4e64e22173974cf286b105ca5e580136,
    title = "Schools, Students, and Community History in Northern Ireland",
    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.",
    keywords = "Northern Ireland, conflict, divided societies, curriculum, pedagogy, students",
    author = "Alan McCully and Barton, {Keith C}",
    note = "Alan W. McCully is a Senior Lecturer in Education (History and Citizenship) at Ulster University. During forty years as a teacher, teacher educator, and researcher spanning the period of conflict and post-conflict transformation in Northern Ireland, he has engaged with interventions in the fields of history and social studies seeking to contribute to better community relations in the province. Recently, he worked with the Consortium for Education and Peacebuilding (Ulster, Sussex, and Amsterdam) on a four-country study (Myanmar, Pakistan, South Africa, and Uganda) to strengthen educational policy and practice which promote sustainable peace. Keith C. Barton is Associate Dean of Teacher Education, Professor of Curriculum & Instruction, and Adjunct Professor of History at Indiana University. He teaches history and social studies teachers and educational researchers, and he has conducted research on the teaching and learning of history in the United States, Northern Ireland, New Zealand, and Singapore. He is co-author, with Linda S. Levstik, of Doing History: Investigating with Children in Elementary and Middle Schools; Teaching History for the Common Good; and Researching History Education: Theory, Method, and Context; and he is also the editor of Research Methods in Social Studies Education: Contemporary Issues and Perspectives.",
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    booktitle = "Contemplating Historical Consciousness: Notes from the Field",

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    McCully, A & Barton, KC 2019, Schools, Students, and Community History in Northern Ireland. in A Clark & C Peck (eds), Contemplating Historical Consciousness: Notes from the Field. vol. 36, Making Sense of History: Studies in Historical Cultures, New York, pp. 19-31.

    Schools, Students, and Community History in Northern Ireland. / McCully, Alan; Barton, Keith C.

    Contemplating Historical Consciousness: Notes from the Field. ed. / Anna Clark; Carla Peck. Vol. 36 New York, 2019. p. 19-31 (Making Sense of History: Studies in Historical Cultures).

    Research output: Chapter in Book/Report/Conference proceedingChapter

    TY - CHAP

    T1 - Schools, Students, and Community History in Northern Ireland

    AU - McCully, Alan

    AU - Barton, Keith C

    N1 - Alan W. McCully is a Senior Lecturer in Education (History and Citizenship) at Ulster University. During forty years as a teacher, teacher educator, and researcher spanning the period of conflict and post-conflict transformation in Northern Ireland, he has engaged with interventions in the fields of history and social studies seeking to contribute to better community relations in the province. Recently, he worked with the Consortium for Education and Peacebuilding (Ulster, Sussex, and Amsterdam) on a four-country study (Myanmar, Pakistan, South Africa, and Uganda) to strengthen educational policy and practice which promote sustainable peace. Keith C. Barton is Associate Dean of Teacher Education, Professor of Curriculum & Instruction, and Adjunct Professor of History at Indiana University. He teaches history and social studies teachers and educational researchers, and he has conducted research on the teaching and learning of history in the United States, Northern Ireland, New Zealand, and Singapore. He is co-author, with Linda S. Levstik, of Doing History: Investigating with Children in Elementary and Middle Schools; Teaching History for the Common Good; and Researching History Education: Theory, Method, and Context; and he is also the editor of Research Methods in Social Studies Education: Contemporary Issues and Perspectives.

    PY - 2019

    Y1 - 2019

    N2 - 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.

    AB - 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.

    KW - Northern Ireland, conflict, divided societies, curriculum, pedagogy, students

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    SN - ISBN 978-1-78533-929-5

    VL - 36

    T3 - Making Sense of History: Studies in Historical Cultures

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    BT - Contemplating Historical Consciousness: Notes from the Field

    A2 - Clark, Anna

    A2 - Peck, Carla

    CY - New York

    ER -

    McCully A, Barton KC. Schools, Students, and Community History in Northern Ireland. In Clark A, Peck C, editors, Contemplating Historical Consciousness: Notes from the Field. Vol. 36. New York. 2019. p. 19-31. (Making Sense of History: Studies in Historical Cultures).