Abstract
When introducing students to the multi-perspective and interpretative nature of history 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 post-primary Israeli students, Jews and Arabs, who collaboratively e-investigated 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. Students constructed a dialogic relationship between these themes, which enabled them to legitimize the other’s voice, yet keep the voices unmerged. These texts reflect a new historical meaning and a better understanding of the nature of history.
| Original language | English |
|---|---|
| Pages (from-to) | 1535-1536 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | 2018-June |
| State | Published - 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: 23 Jun 2018 → 27 Jun 2018 |
Bibliographical note
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