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(2007). TEACH : Teaching Emotive and Controversial History 3-19. The Histrorical Association. ISSN RW100. En ligne : < ... a/uploadfiles/RW100.pdf>. 
Added by: Catherine Reverdy (19 Apr 2007 13:18:03 Europe/Paris)   Last edited by: Catherine Reverdy (27 Mar 2015 11:54:56 Europe/Paris)
Resource type: Government Report/Documentation
ID no. (ISBN etc.): RW100
BibTeX citation key: anon2007.2882
Categories: General
Subcategories: Interdisciplinarité
Keywords: Grande Bretagne, histoire, question vive
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Views index: 40%
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URLs     http://www.dfes.go ... oadfiles/RW100.pdf
"This study looked at opportunities, constraints and examples of good practice in the teaching of emotive and controversial history across the age range 3-19. The study defines emotive and controversial history as where there is actual or perceived unfairness to people by another group in the past. The study was undertaken by The Historical Association with funding from the DfES.
The report found that there were many opportunities available to schools to consider emotive and controversial issues in history and that there tended to be more opportunities below the age of 14 than for older pupils.
Good practice in the teaching of emotive and controversial history resulted when:
- There was clarity of purpose and a rationale for the school that emphasised identity, values and diversity.
- A high premium was placed on planning, ensuring the work had the right blend of content and hard thinking appropriate to age and ability.
- Planning and delivery built in sufficient time and opportunities to reflect and to cover the different perspectives and beliefs involved.
- Learners were exposed to a rich variety of appropriate and stimulating resources, such as music, film and pictures.
A number of barriers and constraints were identified:
- Teachers have been encouraged to play it safe in the classroom, with few incentives offered for them to take risks in teaching controversial topics.
- The tendency of teachers to avoid teaching controversial and emotive history for a variety of reasons which included feeling that certain issues are inappropriate for certain age-groups.
- A lack of teacher subject knowledge, particularly in the primary sector.
The report made a number of recommendations. These included:
- ensuring the teaching of emotional and controversial history is a whole school issue;
- encouraging rather than penalising teachers for the promotion of debate and risk-taking in the classroom;
- schools giving support to teachers when facing challenges from parents and communities." (from School Research News, March 2007, DfES)
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