The Psychology of Teaching Critical History:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Milton
Taylor & Francis Group
2021
|
| Schlagworte: | |
| Online-Zugang: | BSB01 |
| Beschreibung: | 1 Online-Ressource (134 Seiten) |
| ISBN: | 9781000412710 |
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| 505 | 8 | |a Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgement -- Prologue -- Chapter 1: The psycho-social role of the past -- The power of history -- History for an individual -- History and identity -- Means of morality, justice, and values -- Means of learning patterns in society -- Historical narrative as a cultural tool -- History for nation-building -- Conclusion -- Chapter 2: Content, structure, and understanding of history -- Content, structure, and methods of history -- History as narrative or discourse -- History as a study of the past -- History as a study of social dynamics -- Patterns in the events of history -- History and geography -- History involving various methods of investigation -- Historical facts and the historian -- Knowledge of history versus understanding of history -- Historical understanding and its dimensions -- Temporality -- Causality -- Methodology -- Understanding the historian's job -- Conclusion -- Chapter 3: Patterns in development of historical understanding -- Development of historical understanding at later adolescent age -- Limitatations of studies supporting late development of HU -- Development of historical understanding at younger age -- Limitations of studies supporting early development of HU -- Study: Historical understanding among 9- to 14-year-old children -- Results and analysis -- Developmental pattern of the different dimensions of HU -- Dimensions showing early development of HU (between 9 and 12 years of age) -- Dimensions showing late development in HU (appearing by 13 to 14 years of age) -- Cultural differences in historical understanding -- Conclusion -- Chapter 4: Historical understanding, community history, and identity -- Culture and understanding -- Historical understanding and socio-cultural factors | |
| 505 | 8 | |a Study: Historical understanding of Adivasi adults -- Group discussions and interviews -- Adivasi adults and their understanding of history -- Past intertwined with present -- Sense of community history -- Magical belief as an integral part of historical belief -- Fear of past and pride in community history -- Perceptions about community history and level of education -- Conclusion -- Chapter 5: National narratives and marginalised community histories -- The brawl over history continues -- History and interest of nation-state -- The present structure, pedagogy, and curriculum of history -- Denial of community-specific narratives and its impact -- Dealing with denials of community narratives -- Conclusion -- Chapter 6: Learning and teaching history in school -- Approaches to dealing with varying interpretations of history -- Teaching History in a democracy -- Leaning and teaching critical history for democratic citizenship -- Ways of including criticality in history -- The current History textbooks with critical elements -- Developing resources for critical History teaching -- Conclusion -- Appendices -- A. Test for Historical Understanding (for children between 9 and 14 years) -- B.1 Pictures given with item 1: Chronological ordering of pictures -- B.2. Pictures given with item 2: Chronological matching of pictures -- B.3. Pictures given with item 3: Sorting pictures from the past -- B.4. Pictures given with item 7: Historical imagination - Experiential perspective -- B.5. Pictures given with item 9: Abstraction of historical concepts - Picture similarity task -- C. Pictures of Adivasi people in their villages -- D. Children's test of historical understanding -- Bibliography -- Index | |
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| author | Dixit, Shalini |
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| contents | Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgement -- Prologue -- Chapter 1: The psycho-social role of the past -- The power of history -- History for an individual -- History and identity -- Means of morality, justice, and values -- Means of learning patterns in society -- Historical narrative as a cultural tool -- History for nation-building -- Conclusion -- Chapter 2: Content, structure, and understanding of history -- Content, structure, and methods of history -- History as narrative or discourse -- History as a study of the past -- History as a study of social dynamics -- Patterns in the events of history -- History and geography -- History involving various methods of investigation -- Historical facts and the historian -- Knowledge of history versus understanding of history -- Historical understanding and its dimensions -- Temporality -- Causality -- Methodology -- Understanding the historian's job -- Conclusion -- Chapter 3: Patterns in development of historical understanding -- Development of historical understanding at later adolescent age -- Limitatations of studies supporting late development of HU -- Development of historical understanding at younger age -- Limitations of studies supporting early development of HU -- Study: Historical understanding among 9- to 14-year-old children -- Results and analysis -- Developmental pattern of the different dimensions of HU -- Dimensions showing early development of HU (between 9 and 12 years of age) -- Dimensions showing late development in HU (appearing by 13 to 14 years of age) -- Cultural differences in historical understanding -- Conclusion -- Chapter 4: Historical understanding, community history, and identity -- Culture and understanding -- Historical understanding and socio-cultural factors Study: Historical understanding of Adivasi adults -- Group discussions and interviews -- Adivasi adults and their understanding of history -- Past intertwined with present -- Sense of community history -- Magical belief as an integral part of historical belief -- Fear of past and pride in community history -- Perceptions about community history and level of education -- Conclusion -- Chapter 5: National narratives and marginalised community histories -- The brawl over history continues -- History and interest of nation-state -- The present structure, pedagogy, and curriculum of history -- Denial of community-specific narratives and its impact -- Dealing with denials of community narratives -- Conclusion -- Chapter 6: Learning and teaching history in school -- Approaches to dealing with varying interpretations of history -- Teaching History in a democracy -- Leaning and teaching critical history for democratic citizenship -- Ways of including criticality in history -- The current History textbooks with critical elements -- Developing resources for critical History teaching -- Conclusion -- Appendices -- A. Test for Historical Understanding (for children between 9 and 14 years) -- B.1 Pictures given with item 1: Chronological ordering of pictures -- B.2. Pictures given with item 2: Chronological matching of pictures -- B.3. Pictures given with item 3: Sorting pictures from the past -- B.4. Pictures given with item 7: Historical imagination - Experiential perspective -- B.5. Pictures given with item 9: Abstraction of historical concepts - Picture similarity task -- C. Pictures of Adivasi people in their villages -- D. Children's test of historical understanding -- Bibliography -- Index |
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| illustrated | Not Illustrated |
| index_date | 2024-07-03T21:58:08Z |
| indexdate | 2024-07-10T09:50:21Z |
| institution | BVB |
| isbn | 9781000412710 |
| language | English |
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| spelling | Dixit, Shalini Verfasser aut The Psychology of Teaching Critical History Milton Taylor & Francis Group 2021 ©2021 1 Online-Ressource (134 Seiten) txt rdacontent c rdamedia cr rdacarrier Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgement -- Prologue -- Chapter 1: The psycho-social role of the past -- The power of history -- History for an individual -- History and identity -- Means of morality, justice, and values -- Means of learning patterns in society -- Historical narrative as a cultural tool -- History for nation-building -- Conclusion -- Chapter 2: Content, structure, and understanding of history -- Content, structure, and methods of history -- History as narrative or discourse -- History as a study of the past -- History as a study of social dynamics -- Patterns in the events of history -- History and geography -- History involving various methods of investigation -- Historical facts and the historian -- Knowledge of history versus understanding of history -- Historical understanding and its dimensions -- Temporality -- Causality -- Methodology -- Understanding the historian's job -- Conclusion -- Chapter 3: Patterns in development of historical understanding -- Development of historical understanding at later adolescent age -- Limitatations of studies supporting late development of HU -- Development of historical understanding at younger age -- Limitations of studies supporting early development of HU -- Study: Historical understanding among 9- to 14-year-old children -- Results and analysis -- Developmental pattern of the different dimensions of HU -- Dimensions showing early development of HU (between 9 and 12 years of age) -- Dimensions showing late development in HU (appearing by 13 to 14 years of age) -- Cultural differences in historical understanding -- Conclusion -- Chapter 4: Historical understanding, community history, and identity -- Culture and understanding -- Historical understanding and socio-cultural factors Study: Historical understanding of Adivasi adults -- Group discussions and interviews -- Adivasi adults and their understanding of history -- Past intertwined with present -- Sense of community history -- Magical belief as an integral part of historical belief -- Fear of past and pride in community history -- Perceptions about community history and level of education -- Conclusion -- Chapter 5: National narratives and marginalised community histories -- The brawl over history continues -- History and interest of nation-state -- The present structure, pedagogy, and curriculum of history -- Denial of community-specific narratives and its impact -- Dealing with denials of community narratives -- Conclusion -- Chapter 6: Learning and teaching history in school -- Approaches to dealing with varying interpretations of history -- Teaching History in a democracy -- Leaning and teaching critical history for democratic citizenship -- Ways of including criticality in history -- The current History textbooks with critical elements -- Developing resources for critical History teaching -- Conclusion -- Appendices -- A. Test for Historical Understanding (for children between 9 and 14 years) -- B.1 Pictures given with item 1: Chronological ordering of pictures -- B.2. Pictures given with item 2: Chronological matching of pictures -- B.3. Pictures given with item 3: Sorting pictures from the past -- B.4. Pictures given with item 7: Historical imagination - Experiential perspective -- B.5. Pictures given with item 9: Abstraction of historical concepts - Picture similarity task -- C. Pictures of Adivasi people in their villages -- D. Children's test of historical understanding -- Bibliography -- Index History-Study and teaching-Psychological aspects Electronic books Erscheint auch als Druck-Ausgabe Dixit, Shalini The Psychology of Teaching Critical History Milton : Taylor & Francis Group,c2021 9781138342729 |
| spellingShingle | Dixit, Shalini The Psychology of Teaching Critical History Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgement -- Prologue -- Chapter 1: The psycho-social role of the past -- The power of history -- History for an individual -- History and identity -- Means of morality, justice, and values -- Means of learning patterns in society -- Historical narrative as a cultural tool -- History for nation-building -- Conclusion -- Chapter 2: Content, structure, and understanding of history -- Content, structure, and methods of history -- History as narrative or discourse -- History as a study of the past -- History as a study of social dynamics -- Patterns in the events of history -- History and geography -- History involving various methods of investigation -- Historical facts and the historian -- Knowledge of history versus understanding of history -- Historical understanding and its dimensions -- Temporality -- Causality -- Methodology -- Understanding the historian's job -- Conclusion -- Chapter 3: Patterns in development of historical understanding -- Development of historical understanding at later adolescent age -- Limitatations of studies supporting late development of HU -- Development of historical understanding at younger age -- Limitations of studies supporting early development of HU -- Study: Historical understanding among 9- to 14-year-old children -- Results and analysis -- Developmental pattern of the different dimensions of HU -- Dimensions showing early development of HU (between 9 and 12 years of age) -- Dimensions showing late development in HU (appearing by 13 to 14 years of age) -- Cultural differences in historical understanding -- Conclusion -- Chapter 4: Historical understanding, community history, and identity -- Culture and understanding -- Historical understanding and socio-cultural factors Study: Historical understanding of Adivasi adults -- Group discussions and interviews -- Adivasi adults and their understanding of history -- Past intertwined with present -- Sense of community history -- Magical belief as an integral part of historical belief -- Fear of past and pride in community history -- Perceptions about community history and level of education -- Conclusion -- Chapter 5: National narratives and marginalised community histories -- The brawl over history continues -- History and interest of nation-state -- The present structure, pedagogy, and curriculum of history -- Denial of community-specific narratives and its impact -- Dealing with denials of community narratives -- Conclusion -- Chapter 6: Learning and teaching history in school -- Approaches to dealing with varying interpretations of history -- Teaching History in a democracy -- Leaning and teaching critical history for democratic citizenship -- Ways of including criticality in history -- The current History textbooks with critical elements -- Developing resources for critical History teaching -- Conclusion -- Appendices -- A. Test for Historical Understanding (for children between 9 and 14 years) -- B.1 Pictures given with item 1: Chronological ordering of pictures -- B.2. Pictures given with item 2: Chronological matching of pictures -- B.3. Pictures given with item 3: Sorting pictures from the past -- B.4. Pictures given with item 7: Historical imagination - Experiential perspective -- B.5. Pictures given with item 9: Abstraction of historical concepts - Picture similarity task -- C. Pictures of Adivasi people in their villages -- D. Children's test of historical understanding -- Bibliography -- Index History-Study and teaching-Psychological aspects |
| title | The Psychology of Teaching Critical History |
| title_auth | The Psychology of Teaching Critical History |
| title_exact_search | The Psychology of Teaching Critical History |
| title_exact_search_txtP | The Psychology of Teaching Critical History |
| title_full | The Psychology of Teaching Critical History |
| title_fullStr | The Psychology of Teaching Critical History |
| title_full_unstemmed | The Psychology of Teaching Critical History |
| title_short | The Psychology of Teaching Critical History |
| title_sort | the psychology of teaching critical history |
| topic | History-Study and teaching-Psychological aspects |
| topic_facet | History-Study and teaching-Psychological aspects |
| work_keys_str_mv | AT dixitshalini thepsychologyofteachingcriticalhistory |