Abstract
| Language | English |
|---|---|
| Pages | 17-21 |
| Journal | Teaching History |
| Volume | 114 |
| Issue number | 114 |
| Publication status | Published - 2004 |
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Keywords
- History Teaching
- Educational responses to conflict
- Divided societies
- Interpretations
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‘‘They took Ireland away from us and we have to fight to get it back’’: Using fictional characters to explore the relationship between historical interpretation and contemporary attitudes. / McCully, Alan; Pilgrim, Nigel.
In: Teaching History, Vol. 114, No. 114, 2004, p. 17-21.Research output: Contribution to journal › Article
TY - JOUR
T1 - ‘‘They took Ireland away from us and we have to fight to get it back’’: Using fictional characters to explore the relationship between historical interpretation and contemporary attitudes
AU - McCully, Alan
AU - Pilgrim, Nigel
N1 - Reference text: CCEA (2003) Pathways: proposals for Curriculum and Assessment at Key Stage 3, Part : Background rationale and Detail, Belfast, Council for the Curriculum, Examinations and Assessment. NFER (1999) Real Curriculum reports. 4. McCully A., Pilgrim N., Sutherland A. and McMinn T. (2002) ‘ ‘Don’t worry, Mr. Trimble. We can handle it.’ Balancing the rational and emotional in the teaching of contentious topics’, Teaching History 106. Barton, K.C. & McCully, A.W. (2005) ‘History, Identity and the School Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives’ Journal of Curriculum Studies
PY - 2004
Y1 - 2004
N2 - Helping students to understand how and why people in the present interpret the past differently is a challenge. It is also vital if we are to develop an understanding of why the meanings we ascribe to the past are not fixed, but rather are subject to our own prejudices or goals. A number of articles in previous editions have explored how students might start to explore the particular interpretations advanced in film, by historians or on the web. But what about exploring the way that particular individuals are both shaped by – and shape – their interpretations of history? Indeed, can we begin to engage students in a process of deconstructing their very owninterpretations? This would be a powerful – and radical – approach in any context, but in Northern Ireland it is doubly so. Alan McCully and Nigel Pilgrim have written previously in Teaching History about the need for students in Northern Ireland to engage more directly with their emotional responses to the past and its links with the present. In this article they introduce us to a fascinating way to help all our students,wherever they live, do exactly that.
AB - Helping students to understand how and why people in the present interpret the past differently is a challenge. It is also vital if we are to develop an understanding of why the meanings we ascribe to the past are not fixed, but rather are subject to our own prejudices or goals. A number of articles in previous editions have explored how students might start to explore the particular interpretations advanced in film, by historians or on the web. But what about exploring the way that particular individuals are both shaped by – and shape – their interpretations of history? Indeed, can we begin to engage students in a process of deconstructing their very owninterpretations? This would be a powerful – and radical – approach in any context, but in Northern Ireland it is doubly so. Alan McCully and Nigel Pilgrim have written previously in Teaching History about the need for students in Northern Ireland to engage more directly with their emotional responses to the past and its links with the present. In this article they introduce us to a fascinating way to help all our students,wherever they live, do exactly that.
KW - History Teaching
KW - Educational responses to conflict
KW - Divided societies
KW - Interpretations
M3 - Article
VL - 114
SP - 17
EP - 21
JO - Teaching History
T2 - Teaching History
JF - Teaching History
SN - 0040-0610
IS - 114
ER -
