An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001
My thesis explores the teaching of sensitive issues in history at secondary school level in Mid-Ulster in Northern Ireland and Oxford in England between 1991 and 2001. The research is intended to compare the responses of teachers and students, over time and place, to emotionally-charged topics. Questions are asked about the nature of sensitivity and the impact of factors external to the classroom on inter-personal relations during history lessons. Consideration is given to the possible connections between political change and increased sensitivity in the classroom. The teachers' and students' preconceptions, their opinion of the role of history and the stated teaching strategies are compared. There is a literature review of the theory and purpose of history teaching as well as on curriculum development and related disciplines. Although the conceptual framework is primarily anchored in the study of history, it draws on insights from a range of other subject areas. The dominant stance taken is that of a reflective history teacher: questions asked and interpretations of evidence are overtly guided by personal experience. Data is also drawn from a wide range of documents, surveys and semistructured interviews.
Conway, Mary Margaret Kathleen
An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland, 1991-2001. My thesis explores the teaching of sensitive issues in history at secondary school level in Mid-Ulster in Northern Ireland and Oxford in England between 1991 and 2001. The research is intended to compare the responses of teachers and students, over time and place, to emotionally-charged topics. Questions are asked about the nature of sensitivity and the impact of factors external to the classroom on inter-personal relations during history lessons. Consideration is given to the possible connections between political change and increased sensitivity in the classroom. The teachers' and students' preconceptions, their opinion of the role of history and the stated teaching strategies are compared. There is a literature review of the theory and purpose of history teaching as well as on curriculum development and related disciplines. Although the conceptual framework is primarily anchored in the study of history, it draws on insights from a range of other subject areas. The dominant stance taken is that of a reflective history teacher: questions asked and interpretations of evidence are overtly guided by personal experience. Data is also drawn from a wide range of documents, surveys and semistructured interviews.
exploration sensitive_issue history_teach secondary_school level england northern_ireland explores teach sensitive_issue history secondary_school level mid ulster northern_ireland oxford england intend compare response teacher_student time_place topic questions ask nature sensitivity impact factor external classroom inter personal relation history lesson consideration_give possible connection political_change increase sensitivity classroom teacher_student preconception opinion role history state teach strategy compare literature_review theory purpose history_teach well curriculum development relate discipline although conceptual_framework primarily anchor study history draw_insight range subject_area dominant stance_take reflective history_teacher question_ask interpretation evidence overtly guide personal_experience data also_draw wide_range document survey interview