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ERIC Number: EJ1108298
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1740 0201
EISSN: N/A
Thinking and Caring about Indigenous Peoples' Human Rights: Swedish Students Writing History beyond Scholarly Debate
Nygren, Thomas
Journal of Peace Education, v13 n2 p113-135 2016
According to national and international guidelines, schools should promote historical thinking and foster moral values. Scholars have debated, but not analysed in depth in practice, whether history education can and should hold a normative dimension. This study analyses current human rights education in two Swedish senior high school groups, in classes meant to promote what has been described as conflicting ideals of historical thinking and empathy as caring. Content analysis of students' exam essays shows intertwined relationships between critical thinking and judgements. The results also highlight how students care that people are treated unjustly; can identify different perspectives; link the past to the present and the future; and use corroboration of information to get the best grade. This analysis shows that the students focus on historical empathy as caring rather than sourcing and corroboration. However, all students combine normative judgements with the complicated act of more neutral perspective recognition in their papers. Evidently, students may combine historical thinking and empathy as caring in line with recommendations of international understanding when they write history about indigenous peoples' human rights. These findings are significant to all researchers, teachers and decision-makers interested in furthering analytical skills or moral values in education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A