Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?
Само за регистроване кориснике
2020
Чланак у часопису (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers’ experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers’ perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain ...individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics.
Кључне речи:
History education / Western Balkans / Difficult history / Difficult knowledgeИзвор:
Journal of Curriculum Studies, 2020, 52, 5, 636-653Издавач:
- Taylor & Francis
Напомена:
- We would like to show our gratitude to all history teachers and history education experts who shared their insights as well as European Association of History Educators (EUROCLIO), Centre for Democracy and Reconciliation in Southeastern Europe (CDRSEE) and the national history teachers’ associations that supported data collection through the project “ePact – Education Partnership for Advocacy, Capacity-Building and Transformation”.
Колекције
Институција/група
IFDTTY - JOUR AU - Jovanović, Rodoljub AU - Marić, Dea PY - 2020 UR - http://rifdt.instifdt.bg.ac.rs/123456789/3792 AB - In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers’ experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers’ perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics. PB - Taylor & Francis T2 - Journal of Curriculum Studies T1 - Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics? IS - 5 VL - 52 SP - 636 EP - 653 DO - 10.1080/00220272.2020.1780326 ER -
@article{ author = "Jovanović, Rodoljub and Marić, Dea", year = "2020", abstract = "In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers’ experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers’ perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics.", publisher = "Taylor & Francis", journal = "Journal of Curriculum Studies", title = "Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?", number = "5", volume = "52", pages = "636-653", doi = "10.1080/00220272.2020.1780326" }
Jovanović, R.,& Marić, D.. (2020). Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?. in Journal of Curriculum Studies Taylor & Francis., 52(5), 636-653. https://doi.org/10.1080/00220272.2020.1780326
Jovanović R, Marić D. Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?. in Journal of Curriculum Studies. 2020;52(5):636-653. doi:10.1080/00220272.2020.1780326 .
Jovanović, Rodoljub, Marić, Dea, "Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?" in Journal of Curriculum Studies, 52, no. 5 (2020):636-653, https://doi.org/10.1080/00220272.2020.1780326 . .