"Best Not to Forget Them": Secondary Students' Judgments of Historical Significance in Northern Ireland

Autor/in	Barton, Keith C.
Titel	"Best Not to Forget Them": Secondary Students' Judgments of Historical Significance in Northern Ireland
Quelle	In: Theory and Research in Social Education, 33 (2005) 1, S.9-44 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
Schlagwörter	Foreign Countries; Protestants; Historical Interpretation; History Instruction; Student Attitudes; Catholics; Secondary School Students; Rural Areas; Conflict; Political Attitudes; Civil Rights; Interviews; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Protestantism; Protestantismus; Historische Interpretation; History lessons; Geschichtsunterricht; Schülerverhalten; Katholik; Sekundarschüler; Rural area; Ländlicher Raum; Konflikt; Political attitude; Politische Einstellung; Bürgerrechte; Grundrechte; Zivilrecht; Interviewing; Interviewtechnik
Abstract	This study investigated Catholic and Protestant students' ideas about historical significance in Northern Ireland. The research was conducted in two secondary schools in a medium-sized rural town, and data were derived from a ranking task and semi-structured interview with 40 students, aged 12-17, equally divided between the two communities. Students of both backgrounds emphasized the importance of community conflict and remembrance; in addition, Catholics emphasized fairness and equal rights, while Protestants focused on the political origin and status of Northern Ireland. These findings differ substantially from previous research in the U.S., and students' responses point to the role that societal context plays in their developing frameworks of historical understanding. Northern Ireland students' perspectives, however, were not simple reflections of either Unionist or Nationalist viewpoints; instead, students often drew from vernacular traditions to construct criteria of significance that crossed community boundaries. The following are appended: (1) Interview Protocol; and (2) Students' Responses and Explanations. (Contains 9 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10