TY - JOUR
T1 - Collaborative, Multi-perspective Historical Writing
T2 - The explanatory power of a dialogical framework
AU - Kolikant, Yifat Ben David
AU - Pollack, Sarah
N1 - Publisher Copyright:
© 2019 University Library System, University of Pittsburgh. All rights reserved.
PY - 2019
Y1 - 2019
N2 - There is an increased interest within the history education community in introducing students to the multi-perspective and interpretative nature of history. When these educational goals are pursued within collaborative contexts, what are the relationships of individuals from conflicting groups with historical accounts that they produced as a group? How does the joint writing influence their historical understanding? We analyzed the joint accounts produced by high-school Israeli students, Jews and Arab/Palestinians, who collaboratively investigated historical events related to the Israeli-Palestinian conflict. Employing a thematic analysis and a Bakhtinian-inspired discourse analysis, we found that the joint texts were constructed of themes from both in-groups’ perspectives. The students constructed a dialogic relationship between these themes, which enabled them to legitimize the other’s voice, yet keep the voices unmerged. Additionally, although they never abandoned their in-group narratives, the joint account reflected a new, multi-perspective historical meaning of the historical event.
AB - There is an increased interest within the history education community in introducing students to the multi-perspective and interpretative nature of history. When these educational goals are pursued within collaborative contexts, what are the relationships of individuals from conflicting groups with historical accounts that they produced as a group? How does the joint writing influence their historical understanding? We analyzed the joint accounts produced by high-school Israeli students, Jews and Arab/Palestinians, who collaboratively investigated historical events related to the Israeli-Palestinian conflict. Employing a thematic analysis and a Bakhtinian-inspired discourse analysis, we found that the joint texts were constructed of themes from both in-groups’ perspectives. The students constructed a dialogic relationship between these themes, which enabled them to legitimize the other’s voice, yet keep the voices unmerged. Additionally, although they never abandoned their in-group narratives, the joint account reflected a new, multi-perspective historical meaning of the historical event.
UR - http://www.scopus.com/inward/record.url?scp=85085346067&partnerID=8YFLogxK
U2 - 10.5195/DPJ.2019.245
DO - 10.5195/DPJ.2019.245
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AN - SCOPUS:85085346067
SN - 2325-3290
VL - 7
SP - A89-A100
JO - Dialogic Pedagogy
JF - Dialogic Pedagogy
ER -