Abstract
After a discussion of the rationale behind teaching controversial issues and the differences between historical controversies and social issues, this chapter turns to the practice of teaching controversial historical issues. We discuss various types of controversy and the specific aspects of historical understanding they address, difficulties that may arise when teaching multiple perspectives on a controversial issue, and several solutions to these problems. Finally, we emphasize the importance of context when teaching controversial historical issues. We consider the ways in which perhaps daunting contexts, such as global society, diverse classrooms, and museums and heritage institutions, may enable the meeting of conflicting narratives and stimulate the teaching of controversial historical issues.
| Original language | American English |
|---|---|
| Title of host publication | The Wiley International Handbook of History Teaching and Learning |
| Pages | 503-526 |
| Number of pages | 24 |
| ISBN (Electronic) | 9781119100812 |
| DOIs | |
| State | Published - 2 Mar 2018 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 11 Sustainable Cities and Communities
Keywords
- Argumentation
- Controversial historical issues
- Diverse classrooms
- Divided societies
- Heritage institutions
- Historical significance
- Multiple perspectives
- Museums
All Science Journal Classification (ASJC) codes
- General Arts and Humanities
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