Finding a Way in for Interculturality: Analysing History Teachers' Conceptualisations at the Secondary School Level

Autor/in	Garrard, Kerri Anne
Titel	Finding a Way in for Interculturality: Analysing History Teachers' Conceptualisations at the Secondary School Level
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 2, S.282-294 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garrard, Kerri Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1825288
Schlagwörter	History; Secondary School Teachers; Cultural Awareness; Foreign Countries; Teacher Attitudes; History Instruction; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; National Curriculum; Teaching Methods; Critical Thinking; Transformative Learning; Foreign Policy; Australia + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Cultural identity; Kulturelle Identität; Ausland; Lehrerverhalten; History lessons; Geschichtsunterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Pädagogische Transformation; Außenpolitik; Australien
Abstract	'Intercultural understanding' (ICU) and its core concept 'interculturality', was introduced in the new national curriculum, implemented across Australia from 2013 (Australian Curriculum, ACARA. [2013]. Australian curriculum V.60. Retrieved from http://www.australiancurriculum.edu.au/copyright). This paper draws on a study conducted in Victoria, Australia, which asked: "how history teachers conceptualise interculturality for history teaching and learning?" The study used two methods to gather data: textual analysis and focus group interviews. This paper only reports on specific findings from the focus group interviews, analysed through a methodology of crystallisation and discourse analysis, framed by four modes of historical thinking; "traditional, exemplary, critical and transformative." The paper argues that interculturality is a significant challenge to history education often located in discourses constructed over time which disrupt "how things have always been taught." By analysing the "teachers' talk" through a lens whereby the construction of language reveals the educational problematic, the research looks for a "way in" for interculturality into history teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01