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Understanding presentism in history education
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- Author(s) / Creator(s)
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SSHRC IDG awarded 2024: This research proposal argues that educational researchers need to better understand how presentism shapes history teaching, learning, and understanding. History educators are well-positioned to support students and teachers navigatethis problem but further research is needed on presentism’s role in historical thinking. Most history education scholars now believe that historical thinking is a powerful, effective, and evidence-based approach for teaching and learning history supported by over 30 years of empirical research. In this approach, presentism is commonly presented as a major obstacle for developing students’ competence in thinking historically. Scholars have argued that presentism is an undisciplined or unsophisticated way of thinking that projects contemporary ideas, values and beliefs onto the past. This research will challenge this conception of presentism in historical thinking. As a result of my proposed study, education scholars will understand how historians, teachers, and students use different types of presentism when navigating a historical debate. Further researching how historians, teachers, and students think about and with presentism will offer scholars new information that might challenge or complicate assumptions about presentism as a distorting force in the history classroom. Furthermore, findings from this study may be used to develop new thinking concepts, teaching strategies, and resources that could deepen students’ historical thinking and potentially make history education more relevant, justice-oriented and capable of negotiating the complex ways the past is used and abused in the present.
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- Date created
- 2024-02-10
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- Type of Item
- Research Material
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- License
- ©️Miles, James. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2028.