Intercultural historical learning: A conceptual framework
2015 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 47, no 1, 1-25 p.Article in journal (Refereed) Published
This paper outlines a conceptual framework in order to systematically discuss themeaning of intercultural learning in history education and how it could be advanced. Wedo so by bringing together theories of historical consciousness, intercultural competenceand postcolonial thinking. By combining these theories into one framework, we identifysome specific and critical aspects of historical learning that are relevant for today. Wehave constructed a matrix with three rows of narrative abilities intersecting with threecolumns of intercultural dimensions. This generates a matrix that consists of nine cells.By formulating a set of questions and answers for each cell, we outline learning applica-tions and demonstrate how the historical and intercultural concepts are mutually enrich-ing. The framework addresses two issues: firstly, the intercultural historical competencethat may result; and secondly, how it can be developed. This can be used by researchersto analyse the intercultural elements of historical learning, in schools and in society, andby educators to construct relevant learning activities.
Place, publisher, year, edition, pages
Routledge, 2015. Vol. 47, no 1, 1-25 p.
history instruction, intercultural competence, multicultural education, cultural diversity, school history
Social Sciences History
Research subject History
IdentifiersURN: urn:nbn:se:kau:diva-38209DOI: 10.1080/00220272.2014.956795ISI: 000346845700001OAI: oai:DiVA.org:kau-38209DiVA: diva2:861872
ProjectsHistorieundervisningens processer i det mångkulturella samhället
FunderSwedish Research Council