‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the history classroom

Alan McCully; Alison Kitson

‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the history classroom

Alan McCully, Alison Kitson

Social Work and Social Policy Research

Research output: Contribution to journal › Article › peer-review

Abstract

In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and reflect on the extent to which opportunities might be being lost. They are interested primarily in teaching controversial issues and they construct a continuum of teacher response ranging from avoidance to risk-taking. Although they start in Northern Ireland, Kitson and McCully end in England. How far, they wonder, do English history teachers take risks by asking difficult questions about difficult issues?

Original language	English
Pages (from-to)	32-37
Journal	Teaching History
Volume	120
Issue number	120
Publication status	Published (in print/issue) - 2005

Bibliographical note

Reference text: Barton, K. & McCully, A. (2004) ‘History, identity, and the school curriculum in Northern Ireland: an empirical study of secondary students’ ideas and perspectives’ Journal of Curriculum Studies, Vol. 36 no. 6
Kitson, A. (2004) ‘Teaching history and reconciliation in Northern Ireland’, Carnegie Foundation Report.

Keywords

History teaching
Controversial Issues
Divided Societies
Conflict

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title = "{\textquoteleft}You hear about it for real in school.{\textquoteright} Avoiding, containing and risk-taking in the history classroom",

abstract = "In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and reflect on the extent to which opportunities might be being lost. They are interested primarily in teaching controversial issues and they construct a continuum of teacher response ranging from avoidance to risk-taking. Although they start in Northern Ireland, Kitson and McCully end in England. How far, they wonder, do English history teachers take risks by asking difficult questions about difficult issues?",

keywords = "History teaching, Controversial Issues, Divided Societies, Conflict",

author = "Alan McCully and Alison Kitson",

note = "Reference text: Barton, K. & McCully, A. (2004) {\textquoteleft}History, identity, and the school curriculum in Northern Ireland: an empirical study of secondary students{\textquoteright} ideas and perspectives{\textquoteright} Journal of Curriculum Studies, Vol. 36 no. 6 Kitson, A. (2004) {\textquoteleft}Teaching history and reconciliation in Northern Ireland{\textquoteright}, Carnegie Foundation Report.",

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N2 - In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and reflect on the extent to which opportunities might be being lost. They are interested primarily in teaching controversial issues and they construct a continuum of teacher response ranging from avoidance to risk-taking. Although they start in Northern Ireland, Kitson and McCully end in England. How far, they wonder, do English history teachers take risks by asking difficult questions about difficult issues?

AB - In this article, Alison Kitson and Alan McCully discuss the findings of their research into history teaching in the most divided part of the United Kingdom: Northern Ireland. Drawing on interviews with students and teachers, they consider what history teaching might contribute to an understanding of the current situation and reflect on the extent to which opportunities might be being lost. They are interested primarily in teaching controversial issues and they construct a continuum of teacher response ranging from avoidance to risk-taking. Although they start in Northern Ireland, Kitson and McCully end in England. How far, they wonder, do English history teachers take risks by asking difficult questions about difficult issues?

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ER -

‘You hear about it for real in school.’ Avoiding, containing and risk-taking in the history classroom

Abstract

Bibliographical note

Keywords

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