When History teaching really matters: understanding the intervention of School History on students’ neighbourhood learning in Northern Ireland

Alan McCully, [Unknown] Barton

    Research output: Contribution to journalArticle

    Abstract

    This paper reports research on Northern Ireland students’ attempts to reconcile school and community history. Previous research has shown that many students in Northern Ireland combine these competing influences in a process that can be viewed in terms of the development of what Bakhtin (1982) refers to as “internally persuasive dialogues.” The current paper illustrates that process through analysis of a sample of four sets of student interviews with eight students. Findings indicate that although students are committed to “trying to look at both sides of the argument,” they often have difficulty overcoming commitments to their own community’s historical perspectives. The dominant factor is a master vernacular narrative that reflects the underlying political and religious values and beliefs of their domestic communities. However, school history does help provide insight, deeper understanding and perspective that can help soften and ameliorate entrenched opinions and positions.
    LanguageEnglish
    Pages28-46
    JournalInternational Journal of Historical Learning, Teaching and Research
    Volume8
    Issue number1
    Publication statusPublished - Jan 2009

    Fingerprint

    history of schools
    Teaching
    history
    learning
    student
    community
    school
    dialogue
    commitment
    narrative
    interview
    Values

    Keywords

    • Keywords—Beliefs
    • Catholic
    • Culture
    • Family history
    • Identity
    • Master narrative
    • Nationalist
    • Northern Ireland
    • Official history
    • Orientation
    • Protestant
    • School history
    • Unionist
    • Vernaculary history.

    Cite this

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    title = "When History teaching really matters: understanding the intervention of School History on students’ neighbourhood learning in Northern Ireland",
    abstract = "This paper reports research on Northern Ireland students’ attempts to reconcile school and community history. Previous research has shown that many students in Northern Ireland combine these competing influences in a process that can be viewed in terms of the development of what Bakhtin (1982) refers to as “internally persuasive dialogues.” The current paper illustrates that process through analysis of a sample of four sets of student interviews with eight students. Findings indicate that although students are committed to “trying to look at both sides of the argument,” they often have difficulty overcoming commitments to their own community’s historical perspectives. The dominant factor is a master vernacular narrative that reflects the underlying political and religious values and beliefs of their domestic communities. However, school history does help provide insight, deeper understanding and perspective that can help soften and ameliorate entrenched opinions and positions.",
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    AU - Barton, [Unknown]

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    AB - This paper reports research on Northern Ireland students’ attempts to reconcile school and community history. Previous research has shown that many students in Northern Ireland combine these competing influences in a process that can be viewed in terms of the development of what Bakhtin (1982) refers to as “internally persuasive dialogues.” The current paper illustrates that process through analysis of a sample of four sets of student interviews with eight students. Findings indicate that although students are committed to “trying to look at both sides of the argument,” they often have difficulty overcoming commitments to their own community’s historical perspectives. The dominant factor is a master vernacular narrative that reflects the underlying political and religious values and beliefs of their domestic communities. However, school history does help provide insight, deeper understanding and perspective that can help soften and ameliorate entrenched opinions and positions.

    KW - Keywords—Beliefs

    KW - Catholic

    KW - Culture

    KW - Family history

    KW - Identity

    KW - Master narrative

    KW - Nationalist

    KW - Northern Ireland

    KW - Official history

    KW - Orientation

    KW - Protestant

    KW - School history

    KW - Unionist

    KW - Vernaculary history.

    M3 - Article

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    EP - 46

    JO - International Journal of Historical Learning, Teaching and Research

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