What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict
IntroductionIn our globalised world, the goal of cultivating a rigid national identity through school history should be replaced by the goals of developing global citizenship and safeguarding democracy. School history should thus balance the feeling of belonging to the state with the feeling of bein...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-11-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1156518/full |
| _version_ | 1797623158121955328 |
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| author | Christina Hajisoteriou Emilios A. Solomou Mary Antoniou |
| author_facet | Christina Hajisoteriou Emilios A. Solomou Mary Antoniou |
| author_sort | Christina Hajisoteriou |
| collection | DOAJ |
| description | IntroductionIn our globalised world, the goal of cultivating a rigid national identity through school history should be replaced by the goals of developing global citizenship and safeguarding democracy. School history should thus balance the feeling of belonging to the state with the feeling of being a global citizen by building students’ intercultural competence through historical thought, conscience, and empathy. To this end, the main purpose of this research is to examine teachers’ perceptions of the best teaching strategies and practices to cultivate students’ intercultural competence through history education.MethodsThe study is implemented in Cyprus, as it provides for a context of conflict, in which history education is called to play a catalytic role in building reconciliation. Interviews were carried out with 18 high-school history teachers.ResultsBased on teachers’ perspectives, three thematic categories emerged from the data analysis; namely: (a) history teaching through an interdisciplinary approach, (b) history teaching through historical sources, and (c) history teaching through collaborative learning.DiscussionThe study bears wider implications for history curricula, teaching methodologies, and teachers’ training. |
| first_indexed | 2024-03-11T09:20:41Z |
| format | Article |
| id | doaj.art-f7c8ecf293de4de98bbbe12b046a417d |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-11T09:20:41Z |
| publishDate | 2023-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-f7c8ecf293de4de98bbbe12b046a417d2023-11-16T18:23:30ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-11-01810.3389/feduc.2023.11565181156518What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflictChristina Hajisoteriou0Emilios A. Solomou1Mary Antoniou2Department of Education, School of Education, University of Nicosia, Nicosia, CyprusDepartment of Politics and Governance, School of Law, University of Nicosia, Nicosia, CyprusDepartment of Education, School of Education, University of Nicosia, Nicosia, CyprusIntroductionIn our globalised world, the goal of cultivating a rigid national identity through school history should be replaced by the goals of developing global citizenship and safeguarding democracy. School history should thus balance the feeling of belonging to the state with the feeling of being a global citizen by building students’ intercultural competence through historical thought, conscience, and empathy. To this end, the main purpose of this research is to examine teachers’ perceptions of the best teaching strategies and practices to cultivate students’ intercultural competence through history education.MethodsThe study is implemented in Cyprus, as it provides for a context of conflict, in which history education is called to play a catalytic role in building reconciliation. Interviews were carried out with 18 high-school history teachers.ResultsBased on teachers’ perspectives, three thematic categories emerged from the data analysis; namely: (a) history teaching through an interdisciplinary approach, (b) history teaching through historical sources, and (c) history teaching through collaborative learning.DiscussionThe study bears wider implications for history curricula, teaching methodologies, and teachers’ training.https://www.frontiersin.org/articles/10.3389/feduc.2023.1156518/fullhistory educationintercultural competenceintercultural historical learningteacher perceptionsCyprus |
| spellingShingle | Christina Hajisoteriou Emilios A. Solomou Mary Antoniou What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict Frontiers in Education history education intercultural competence intercultural historical learning teacher perceptions Cyprus |
| title | What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict |
| title_full | What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict |
| title_fullStr | What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict |
| title_full_unstemmed | What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict |
| title_short | What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict |
| title_sort | what kind of history teaching may promote intercultural competence in culturally diverse societies teachers reflections from a case of conflict |
| topic | history education intercultural competence intercultural historical learning teacher perceptions Cyprus |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1156518/full |
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