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The Didactic Function of Narratives: Teacher discussions on the use of challenging, engaging, unifying, and complementing narratives in the history classroom
Dalarna University, School of Teacher Education, Educational Work.ORCID iD: 0000-0002-9541-2125
Dalarna University, School of Culture and Society, History.ORCID iD: 0000-0001-5177-547x
2023 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 10, no 1, p. 44-59Article in journal (Refereed) Published
Abstract [en]

At a time when society is characterised by a polarised social climate, it is teachers who need to contribute to a nuanced orientation of the world. This article looks at the ways historical narratives can be used as a collective didactic resource in the historical-cultural context of contemporary society. Its purpose is to analyse the didactic function that underlies historical narratives in relation to students’ understanding of society. Our study builds on three focus group interviews with six upper-secondary-school teachers of history and social studies. The method used is the stimulated-recall interview whereby teachers talk about various teaching situations. Four uses of historical narratives were identified, each with its own didactic function. The first is the use of the “challenging” narrative, the function of which is to disrupt and realign students’ understanding of society. The second is the use of the “engaging” narrative: its function is to involve and activate students in their present understanding of society. The third is the use of the “unifying” narrative, the function of which is to bridge contradictions within society. The fourth and final narrative is the “complementing” narrative, whose function it is to broaden and open students’ understanding of society. To address students in terms of their present understanding of society, teachers employ these four narratives as didactic resources. In such a way, these uses of historical narratives tie in with the teachers’ overall aim to contribute an alternative perspective to students’ current understanding of society.As such, the results reveal the general theoretical knowledge teachers have relating to their profession.

Place, publisher, year, edition, pages
2023. Vol. 10, no 1, p. 44-59
Keywords [en]
Historical culture, historical narratives, didactic resource, didactic function, teaching profession.
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:du-41186DOI: 10.52289/hej10.104ISI: 001008580000004Scopus ID: 2-s2.0-85152068863OAI: oai:DiVA.org:du-41186DiVA, id: diva2:1649059
Available from: 2022-04-01 Created: 2022-04-01 Last updated: 2023-08-07Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
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  • de-DE
  • en-GB
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  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
  • rtf