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広島大学大学院人間社会科学研究科紀要. 教育学研究 Issue 3
published_at 2022-12-23
「困難な歴史」の教育的価値の探究
Exploring the Educational Value of “Difficult History”
Ono Sota
Abstract
This research aims to explore the educational value of “difficult history.” We conducted genealogical research to discover the origin, definition, genealogy, and, eventually, the educational value of “difficult history.” To collect data, we set the recent publications about “difficult history” as a starting point and collected quoted research in the literature. Also, we conducted additional data searches in resources such as databases (Google Scholar, EBSCO, etc.) and that interviews with a prominent scholar of “difficult history” to expand our dataset. Findings are (a) “difficult history” originated from “difficult knowledge” (b) its definition is, although not totally agreed upon in academia, “representations of social and historical traumas in curriculum and the learner’s encounters with them in pedagogy (Zemblyas, 2014)” (c) its theoretical genealogies are psychoanalytic approach, critical socio-cultural approach, and social identity theory (d) its practical genealogies are “Inquiring the structure of ‘difficult history,’” and “Encountering others discourse through ‘difficult history,’” (e) and last but least, its educational value is to educate citizens who can live with others. Also, this research implicates that teaching and learning about “difficult history” creates a new momentum to transform history education by pursuing cognitive and affective balance, implementing the communication-oriented practice, and understanding students as ethical agencies who connect past, present, and future, and make, therefore, decisions and perform actions about issues related to “difficult history.”
About This Article
Descriptions
本研究は，JSPS 科研費（22K1370）の助成を受けたものである。
Keywords
difficult history
difficult knowledge
educational value
困難な歴史
困難な知識
教育的価値
Rights
Copyright (c) 2022 人間社会科学研究科
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