Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons

Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This study aims to explore the use of multiperspectivity in teachers’ lesson designs for 10th grade students based upon a text that includ...

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Autores principales:	Marc Kropman, Carla Van Boxtel, Jannet Van Drie
Formato:	article
Lenguaje:	EN
Publicado:	University of Newcastle 2021
Materias:	History (General) D1-2009
Acceso en línea:	https://doaj.org/article/a6937a9af41e4a74b2dbbd8d7e2168e0
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spelling	oai:doaj.org-article:a6937a9af41e4a74b2dbbd8d7e2168e02021-11-05T04:26:45ZMultiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons2203-754310.52289/hej8.104https://doaj.org/article/a6937a9af41e4a74b2dbbd8d7e2168e02021-11-01T00:00:00Zhttps://www.hej-hermes.net/8-104https://doaj.org/toc/2203-7543 Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This study aims to explore the use of multiperspectivity in teachers’ lesson designs for 10th grade students based upon a text that includes multiple perspectives (HP) (N=8) compared to a text that hardly includes multiperspectivity (LP) (N=10). The lesson designs were analyzed on multiperspectivity regarding aims, instruction, materials and learning activities, and also on actors, elements of scale, dimensions, historians interpretations and students’ perspectives. We found that different dimensions (for example, political, economic) were more often incorporated in the lesson designs based upon text HP, but that students’ perspectives were more often included in the designs based upon text LP. Only one fifth of the lesson designs reflected a high overall level of multiperspectivity. Nevertheless, text HP generated more multiperspectivity with respect to aims and instruction, dimensions, scale and historiography than text LP. Interviews with the teachers showed that the interpretation of the exam program – either a focus on learning historical reasoning or acquiring a chronological overview of knowledge – seemed decisive in the design of the lessons. This study calls for careful incorporating multiperspectivity in textbook by authors, and in their lessons by teachers who seek to do justice to multiple perspectives.Marc KropmanCarla Van BoxtelJannet Van DrieUniversity of NewcastlearticleHistory (General)D1-2009ENHistorical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, Vol 8, Iss 1, Pp 46-69 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History (General) D1-2009
spellingShingle	History (General) D1-2009 Marc Kropman Carla Van Boxtel Jannet Van Drie Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons
description	Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This study aims to explore the use of multiperspectivity in teachers’ lesson designs for 10th grade students based upon a text that includes multiple perspectives (HP) (N=8) compared to a text that hardly includes multiperspectivity (LP) (N=10). The lesson designs were analyzed on multiperspectivity regarding aims, instruction, materials and learning activities, and also on actors, elements of scale, dimensions, historians interpretations and students’ perspectives. We found that different dimensions (for example, political, economic) were more often incorporated in the lesson designs based upon text HP, but that students’ perspectives were more often included in the designs based upon text LP. Only one fifth of the lesson designs reflected a high overall level of multiperspectivity. Nevertheless, text HP generated more multiperspectivity with respect to aims and instruction, dimensions, scale and historiography than text LP. Interviews with the teachers showed that the interpretation of the exam program – either a focus on learning historical reasoning or acquiring a chronological overview of knowledge – seemed decisive in the design of the lessons. This study calls for careful incorporating multiperspectivity in textbook by authors, and in their lessons by teachers who seek to do justice to multiple perspectives.
format	article
author	Marc Kropman Carla Van Boxtel Jannet Van Drie
author_facet	Marc Kropman Carla Van Boxtel Jannet Van Drie
author_sort	Marc Kropman
title	Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons
title_short	Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons
title_full	Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons
title_fullStr	Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons
title_full_unstemmed	Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons
title_sort	multiperspectivity in lesson designs of history teachers: the role of schoolbook texts in the design of multiperspective history lessons
publisher	University of Newcastle
publishDate	2021
url	https://doaj.org/article/a6937a9af41e4a74b2dbbd8d7e2168e0
work_keys_str_mv	AT marckropman multiperspectivityinlessondesignsofhistoryteacherstheroleofschoolbooktextsinthedesignofmultiperspectivehistorylessons AT carlavanboxtel multiperspectivityinlessondesignsofhistoryteacherstheroleofschoolbooktextsinthedesignofmultiperspectivehistorylessons AT jannetvandrie multiperspectivityinlessondesignsofhistoryteacherstheroleofschoolbooktextsinthedesignofmultiperspectivehistorylessons
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Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons

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