Controversial Issues and the Nature of History: Teachers' Views on Controversial Historical Issues in Swedish Lower Secondary School

Autor/inn/en	Elmersjö, Henrik Åström; Persson, Anders
Titel	Controversial Issues and the Nature of History: Teachers' Views on Controversial Historical Issues in Swedish Lower Secondary School
Quelle	In: History Education Research Journal, 20 (2023) 1, Artikel 8 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Elmersjö, Henrik Åström) ORCID (Persson, Anders)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Controversial Issues (Course Content); History Instruction; Foreign Countries; Secondary School Teachers; Teacher Attitudes; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; History lessons; Geschichtsunterricht; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	Controversial issues are often regarded as abundant in history education. Most topics can be regarded as controversial in one way or another. The purpose of this article is to analyse the way history teachers in Swedish lower secondary schools relate controversial issues to a particular view of the nature of the subject of history. By analysing statements from six teacher interviews which centred on the risks and opportunities associated with teaching about controversial issues, the authors were able to see a clear relation between views on controversial issues and views on the nature of history as such. The teachers' reactions to the introduction of controversial issues, whether introduced by the teacher or by the students, was in many cases directly related to a specific view of the subject itself and its epistemological nature. (As Provided).
Anmerkungen	UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01