Controversy in the classroom
How history teachers in the Western Balkans approach difficult topics
Bibliographic Data
| ID | 21345526 |
|---|---|
| Authors | Rodoljub Jovanović (0000-0001-5714-4767, Universidad de Deusto, corresponding author), Dea Marić (0000-0002-1692-502X, University of Zagreb) |
| Year | 2020 |
| Volume | 52 |
| Issue | 5 |
| Pages | 636-653 |
| Publication date | 2020-09-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2020.1780326 |
| OpenAlex | W3036250184 |
| Language | EN |
| Citations received | 9 |
| References cited | 23 |
In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers’ experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers’ perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics
Context (archaeology) · Democracy · Ethnology · Geography · Montenegro · Multicultural education · Multiculturalism · National history · Oppression · Pedagogy · Political science · Politics · Social science · Sociology · Cyprus History, Politics, Society · Educator Training and Historical Pedagogy · Law · Religious Education and Schools
Unraveling the Threads of Difficult History in the Classroom
Introduction
Memoria histórica y apps para el desarrollo de la competencia social y cívica
Consensus and divergence concerning history teaching in Bosnia and Herzegovina
Fostering Visual Literacy and Critical Citizenship Through Artistic Dialogic Gatherings in Pre‐Service Teacher Education
Teaching the US 2018 midterm elections
“Us” vs. “Them”
Teachers and scholars as counterhegemonic intellectuals? Their perspectives on ethnic diversity in textbooks in China
Fostering mutual understanding through multiperspectivity
Nationhood and Politicization of History in School Textbooks
Sources of Method Bias in Social Science Research and Recommendations on How to Control It
Debating the End of Yugoslavia
History Education and Conflict Transformation
History Education in the Formation of Social Identity
Teachers as memory makers
Witnessing in the Classroom
Writing history, writing trauma
Theorizing "Difficult Knowledge" in the Aftermath of the "Affective Turn
Sociopsychological analysis of conflict-supporting narratives
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |