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