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Knowledge and Communication in a globalised world of plurality and diversity An understanding of processes of communication between knowledge systems is imperatave in the 21st century (Jovchelovitch, 2007)
Knowledge is a plastic and plural phenomenon originating in subjective, intersubjective and objective worlds which it seeks to represent
Communication with and representation of OTHER crucial importance for any form of knowledge construction whether it concerns the present, the future or the past (hence history).<br>
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Two ways to approach teaching and learning of history David Lowenthal (1998). The heritage crusades and the spoils of history
Heritage vs History<br>
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Heritage vs History deliberately omits aspects of the past
thrives on ignorance and error
its nurturing virtue is bias
its essential purpose prejudiced pride
transmits exclusive myths of origin and continuity
endows a select group with prestige and common purpose
is held as ‘a dogma of roots and origins
must be accepted on faith
the past is used as a weapon is disinterested and universal
Bias is a vice that history struggles to eliminate
History conforms to accepted tenets of evidence
is subject to debate
it is always altered by time and hindsight
learning how to question a historical account
to become aware of the evidentiary base upon which it rests
assess it in relation to contrasting accounts<br>
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“If historians, curriculum experts, textbook writers and school authorities make all the decisions about the right version of the past, then the students only job is to absorb it. What started out as contentious, debate-ridden investigation about truth, right and meaning in the past and present ends up before the students as a catechism to be memorised…historical knowledge appears as something fixed by authority rather than subject to investigation, debate and its own system of warrants”.
Seixas (2000, p. 23)<br>
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Important questions What is teaching? It implies a social relation between a pupil and another person either physically or symbolically present and it is thus a form of social influence.
It is first of all a form of social interaction, contact, communication between an adult and a child or children between them constrained by a series of social psychological factors
What forms can this social relation and communication take?
How are different forms of social relations and communication related to heritage and history?<br>
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Two forms of social relations (Piaget, 1932) Relations of constraint vs cooperation one participant holds more power than the other
asymmetrical relationship
unilateral respect
children’s thinking is limited by a dominant influence
social transmission
Transmission of belief/dogma/myth
Supression of cognitive and ethical development power is more evenly distributed
symmetrical relationship
mutual respect
each partner has the freedom to project their own thoughts, consider the positions of others, and defend their own point of view (real dialogue)
Norm of reciprocity
Construction of knowledge
Promotion of cognitive and ethical development<br>
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Theoretical Framework:
Social Education Approaches (Shemilt
in Shemilt & Perikleous,
2011, p.87)<br>
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Social Representations: Avoiding the reification of culture Social Representations furnish varying positions of identity (Duveen,2007; Psaltis & Duveen, 2006,2007; Psaltis,2011,2012,in press).
Narratives as organising principles of:
Past-Present-Future transition
Past-Collective Memory
Present-Quality of Intergroup relations (Trust, forgiveness, perspective taking, attitudes)
Future- Ideal solution of the Cyprus issue<br>
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Attitudes towards others The iceberg mataphor (Duveen & Lloyd, 1990) Structure/Logic
Distrust
Prejudice
Absence of forgiveness
Lack of perspective taking
Realistic, Symbolic, Group esteem threats
IG anxiety
Forms of identification
Representations of history/past<br>
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Research across the divide Association for Historical Dialogue and Research Funded by the UNDP-ACT<br>
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Methodology Questionnaire survey:
We sampled a total of 400 Greek Cypriot and 119 Turkish Cypriot primary and secondary school history teachers.
The study comprises of a quantitative questionnaire survey in which face-to-face questionnaire administration covers a nationally representative sample of history educators.
Questionnaire prepared by group of GC and TC educators, researchers and academics
Translated and back translated Greek/Turkish/English
Interviews conducted in the mothertoungue of educators, by professional interviewees<br>
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Findings TC educators (of both levels of education) were more supportive of a curriculum that would promote reconciliation between the two communities). They also had more contact and of better quality with GCs. More favourable in-group norms on relating with other community compared to GCs.
On pedagogically related questions: Interaction effects of level of education x community. A usual pattern: TCs of secodnary scored higher than GCs of both levels. TC of primary lower scores compared to the other 3 groups.<br>
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Significant Variation within each community<br>
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Stance on the use of contradictory sources in history teaching GC-C2: Less agreement with
“The use of contradictory sources helps students learn how to work with conflicting evidence”
Compared to GC-C1 and GC-C2
TC-C2: Less agreement with
“The use of contradictory sources helps students learn how to work with conflicting evidence”
compared to TC-C1<br>
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Can Intergroup Contact help the cultivation of critical thinking and history teaching skills? Inter-group contact: crucial role for the promotion of tolerance, reduction of prejudice and reconciliation
How can it be used to promote critical thinking and historical skills also?
What is Critical thinking anyway?<br>
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What teaching methods can be used to promote the epistemology and historical skills and how do we turn diversity in our classroom into a resource? Inter-group Contact
Cooperative methods<br>
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1. Summary of findings of contact project<br>
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Summary of findings of contact project AHDR-Oxford Centre for the Study of Intergroup Conflict<br>
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2. Crucial Role of Forms of communication/Conversation types in the teaching process Psaltis & Duveen (2006,2007) No-Resistance: Novice does not resist even once the expert’s arguments nor s/he gives an argument in favour of his/her non-expert position.
Resistance : The novice at least once resists the expert’s argument or provides a support for his or her argument.
Explicit recognition: The novice verbalises an indication that s/he understood the arguments provided by the conserver by expressions like Agh!!! I see!!!, I understand!!!, or even giving an expert argument him/herself thus reversing the original roles<br>
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Discussion Productive forms of dialogue (that allow the expression of different points of view and recognition as autonomous thinking subjects) get internalised as an apearing as progress in post-tests. Depending on the depth/form of dialogue we can talk of internalisation (superficial) or interiorisation (more depth) (Psaltis, Duveen & Perret-Clermont, 2009).
Need to explore the social and relational conditions that constrain or facilitate the establishment of each type. Forms of asymmetry: knowledge, Language, Gender, Social Class, Popularity, Academic reputation.
Participation is key-How various sources of asymmetry converge or diverge on one pupil is crucial.<br>
