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ERIC Number: EJ1038620
Record Type: Journal
Publication Date: 2013-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0020-8566
On the Need to Strengthen Political-Critical Thinking in History Education
Yogev, Esther
International Review of Education, v59 n5 p627-645 Oct 2013
The past twenty years have seen a dramatic change in the research of history education and its meaning in the Western academic world. Basically, there are three productive research directions: (1) a growing interest in cultural studies; (2) an exploration of various educational paths towards shaping a historical consciousness; and (3) cognitive and psychological research. Situated within the second group, but drawing on knowledge that has been gathered in all three research areas, this article focuses on the need to foster a political-critical dimension in the context of history education. The author proposes the implementation of a pedagogy of subversion in history teaching practices. Seeking to unsettle the students' mind and ignite their intellect, this pedagogy supports the strengthening of political-moral thinking through the use of particular history content and teaching practices that take into account youthful rebellion and typical juvenile desire to fix the world. Adolescent resistance to education can thus be harnessed as a content tool, providing an object for the student to contend with personally as part of his or her maturation and individuation process. The desired outcome of such pedagogical practices is the development of an effective historical consciousness that enhances autonomous thinking, reflective skills and empathetic capabilities among young people. The future use of these capabilities is the ultimate aim of all education towards democratic citizenship.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A