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ERIC Number: EJ793163
Record Type: Journal
Publication Date: 2006
Pages: 21
Abstractor: Author
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1474-0222
Engaging with Historical Source Work: Practices, Pedagogy, Dialogue
Anderson, Charles; Day, Kate; Michie, Ranald; Rollason, David
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v5 n3 p243-263 2006
Although primary source work is a major component of undergraduate history degrees in many countries, the topic of how best to support this work has been relatively unexplored. This article addresses the pedagogical support of primary source work by reviewing relevant literature to identify the challenges undergraduates face in interpreting sources, and examining how in two courses carefully articulated course design and supportive teaching activities assisted students to meet these challenges. This fine-grained examination of the courses is framed within a socio-cultural account of learning. The findings show how a skilful drawing of students into the interpretive/discursive practices of source analysis was associated with an epistemological reframing of historical knowledge and dialogical forms of teaching that helped the students to take forward a dialectical engagement with sources. The benefits of an "integrated" approach to source work that fosters students' affective and intellectual engagement with historical interpretive practices are highlighted. (Contains 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom