If that’s the goal, any topic can be sensitive? Estonian teachers’ experiences with s ensitive issues in history

Authors

  • Katrin Kello
  • Maaris Raudsepp

DOI:

https://doi.org/10.12697/eha.2017.5.2.05

Keywords:

history teaching, teachers, identity, sensitive issues, social memory, socio-political contexts of education

Abstract

Üks raskusi, millega tuleb õpetajatöös silmitsi seista, on ühiskondlikult tundlik õppesisu. Ajaloos ja muudes ühiskonnaainetes seostub see tihtipeale poliitiliste vastuolude ja valusate ajalookogemustega. Artiklis anname ülevaate tundlike ajalooteemade õpetamise teoreetilistest käsitlustest ning empiirilistest uurimustest nii ajaloodidaktika kui ka sotsiaalpsühholoogia vallas. Andmestik pärineb Eesti õpetajate küsitlusest, mis oli osa rahvusvahelisest koostööprojektist "Ajaloo repre sentatsioonide sotsiaalpsühholoogiline dünaamika laienenud Euroopa Liidus" kümne riigi osalusel. Veebiankeedi täitis 37 õpetajat, neist 13 vene keeles. Kogutud andmete temaatilisest kontentanalüüsist ja mõnel juhul ka statistilisest analüüsist ilmneb, milliseid ajalooteemasid tajuvad Eesti vastajad tundlikuna, mis strateegiaid nad kasutavad nende käsitlemisel, mis eesmärke endale seavad ning millist tuge vajavad.

PDF Summary

Downloads

Download data is not yet available.

References

Bar-Tal, D., Chernyak-Hai, L., Schori, N., & Gundar, A. (2009). A sense of self-perceived collective victimhood in intractable conflicts. International Review of the Red Cross, 91(874), 229–258. https://doi.org/10.1017/S1816383109990221

Barton, K. C. (2009). The denial of the desire. How to make history education meaningless. In L. Symcox & A. Wilschut (Eds.), National history standards: The problem of the canon and the future of teaching history (pp. 265–282). Charlotte: Information Age Publishing.

Barton, K. C., & McCully, A. W. (2005). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies, 37(1), 85–116. https://doi.org/10.1080/0022027032000266070

Bilewicz, M., & Stefaniak, A. (2013). Can a victim be responsible? Antisemitic consequences of victimhood-based identity and competitive victimhood in Poland. In B. Bokus (Ed.), Responsibility: An interdisciplinary perspective. Warsaw: Lexem.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Cooper, H., & Nichol, J. (Eds.) (2015). Identity, trauma, sensitive and controversial issues in the teaching of history. Newcastle upon Tyne: Cambridge Scholars Publishing.

Euroclio (2013). Manifesto on high quality history, heritage and citizenship education. 15 principles for recognition of the distinctive contribution of history to the development of young people. Retrieved from http://euroclio.eu/2015/12/euroclio-manifesto-high-quality-history-education-now-available-7-languages/.

Goldberg, T. (2016). Increasing understanding or undermining national heritage: Studying single and multiple perspectives of a formative historical conflict. In C. van Boxtel, M. Grever, & S. Klein (Eds.), Sensitive pasts: Questioning heritage in education (pp. 240–260). New York, Oxford: Berghahn Books.

Goldberg, T. (2017). The official, the empathetic, and the critical: Three approaches to history teaching and reconciliation in Israel. In C. Psaltis, M. Carretero, & S. Čehajić-Clancy (Eds.), History education and conflict transformation: Social psychological theories, history teaching and reconciliation (pp. 277–299). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54681-0_11

Goldberg, T., Schwartz, B. B., & Porat, D. (2011). "Could they do it differently?": Narrative and argumentative changes in students’ writing following discussion of "hot" historical issues. Cognition and Instruction, 29(2), 185–217. https://doi.org/10.1080/07370008.2011.556832

Hawkey, K., & Prior, J. (2011). History, memory cultures and meaning in the classroom. Journal of Curriculum Studies, 43(2), 231–247. https://doi.org/10.1080/00220272.2010.516022

Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.

Imhoff, R., Bilewicz, M., & Erb, H.-P. (2012). Collective regret versus collective guilt: Different emotional reactions to historical atrocities. European Journal of Social Psychology, 42(6), 729–742. https://doi.org/10.1002/ejsp.1886

Journell, W. (2013). Learning from each other: What social studies can learn from the controversy surrounding the teaching of evolution in science. The Curriculum Journal, 24(4), 494– 510. https://doi.org/10.1080/09585176.2013.801780

Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching: Theory and Practice, 22(1), 35–53. https://doi.org/10.1080/13540602.2015.1023027

Kello, K., & Harro-Loit, H. (2012). Recognising dilemmas in history teaching – a tool for increasing teacher’s autonomy. In J. Mikk, M. Veisson, & P. Luik (Eds.), Lifelong learning and teacher development. Estonian studies in education 4 (pp. 113–129). Frankfurt am Main etc.: Peter Lang Verlag.

Kello, K., & Wagner, W. (2017). History teaching as ‘propaganda’? Teachers’ communication styles in post-transition societies. In C. Psaltis, M. Carretero, & S. Čehajić-Clancy (Eds.), History education and conflict transformation: Social psychological theories, history teaching and reconciliation (pp. 201–230). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54681-0_8

Kitson, A., & McCully, A. (2005). "You hear about it for real in school." Avoiding, containing and risk-taking in the history classroom. Teaching History, 120, 32–37.

Kivimäe, M. (2000). Ajaloomõtlemise kolm strateegiat ja nende dialoogisuhted minevikuga. Tallinn: Tallinna Pedagoogikaülikool.

Korostelina, K. (2015). Reproduction of conflict in history teaching in Ukraine: A social identity theory analysis. Identity, 15(3), 221–240. https://doi.org/10.1080/15283488.2015.1057283

McCully, A. (2005). Teaching controversial issues in a divided society: Learning from Northern Ireland. Prospero, 11(4), 38–46.

Nakou, I., & Barca, I. (Eds.) (2010). Contemporary public debates over history education. Charlotte: Information Age Publishing.

Oja, M. (2013). The image of the other in the history of Estonia on the basis of contemporary textbook analysis. Yearbook 2013 – International Society for History Didactics, 34, 57–72.

Oja, M. (2016). Muutused üldhariduskooli ajalooõpetuses alates 1987. aastast – nõukogulikust tänapäevaseks (doktoritöö). Tallinn: Tallinna Ülikool.

Pääbo, H. (2011). Potential of collective memory based international identity conflicts in post-imperial space: Comparison of Russian master narrative with Estonian, Ukrainian and Georgian master narratives. Tartu: Tartu Ülikooli Kirjastus.

Pääbo, H. (2015). Holocaust and the collective memory in Estonia. In E. Smolar (Ed.), Memory and responsibility. The legacy of Jan Karski (pp. 174−181). Warsaw: Semper Scientific Publisher.

Rantala, J. (2011). Children as consumers of historical culture in Finland. Journal of Curriculum Studies, 43(4), 493–506. https://doi.org/10.1080/00220272.2011.584563

Raudsepp, M., & Makarova, M. (2017, in press). Identity and intergroup positioning in relation to the common past. In R. Vetik (Ed.), Determinants of inclusive intergroup context: Acculturation trends in Estonia and beyond. Routledge.

Rüsen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 63–85). Toronto: University of Toronto Press.

Seixas, P. (2004). Introduction. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 3–20). Toronto: University of Toronto Press.

Stevick, E. D. (2007). The politics of the Holocaust in Estonia: Historical memory and social divisions in Estonian education. In E. D. Stevick & B. A. U. Levinson (Eds.), Reimagining civic education: How diverse societies form democratic citizens (pp. 217–244). Lanham: Rowman and Littlefield.

Stradling, R. (2005). Multiperspektiivsus ajaloo õpetamisel. Teejuht õpetajale. Tallinn: Koolibri.

Zembylas, M., & Kambani, F. (2012). The teaching of controversial issues during elementary-level history instruction: Greek-Cypriot teachers’ perceptions and emotions. Theory & Research in Social Education, 40(2), 107–133. https://doi.org/10.1080/00933104.2012.670591

Tulviste, P. (1994). History taught at school versus history discovered at home: The case of Estonia. European Journal of Psychology of Education, 9(2), 121–126. https://doi.org/10.1007/BF03173547

Wulf, M. (2016). Shadowlands. Memory and history in post-Soviet Estonia. New York: Berghahn.

Published

2017-10-28

How to Cite

Kello, K., & Raudsepp, M. (2017). If that’s the goal, any topic can be sensitive? Estonian teachers’ experiences with s ensitive issues in history. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 5(2), 106–132. https://doi.org/10.12697/eha.2017.5.2.05

Issue

Section

Articles