When History teaching really matters: understanding the intervention of School History on students’ neighbourhood learning in Northern Ireland
When History teaching really matters: understanding the intervention of School History on students’ neighbourhood learning in Northern Ireland
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当历史教学真正重要时：了解学校历史对北爱尔兰学生邻里学习的干预
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Barton
中科院分区：
文献类型：
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作者：
A. McCully;Barton
本文报道了对北方爱尔兰学生试图调和学校和社区历史的研究。先前的研究表明，北方尔爱尔兰的许多学生将这些相互竞争的影响结合在一起，这一过程可以从巴赫金（1982）所称的“内部说服性对话”的发展方面来看待。本文通过分析对八名学生的四组学生访谈样本来说明这一过程。调查结果表明，虽然学生致力于“试图看看双方的论点”，他们往往很难克服承诺自己的社区的历史观点。主导因素是一种主要的本土叙事，反映了其国内社区的潜在政治和宗教价值观和信仰。然而，学校的历史确实有助于提供洞察力，更深入的理解和观点，可以帮助软化和改善根深蒂固的意见和立场。
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.