In this article, we examined how high school teachers talked about people in history lessons and how they engaged in or shunned multiperspectivity aspects as they talked about people who lived in the past. Based on an analysis of 40 hours of observations of 5 different classes in 3 Jewish high schools in Israel according to the constructive-interpretive method, we found that in most of the lessons observed, few references were made to specific individuals. At the same time, many teachers talked about people in history by referring to generic people, to general categories of people, or by using personification. Using examples, we discuss the educational significance of the different ways history teachers talk about people in history through the prism of multiperspectivity as an aim in history education. We conclude that discussing the connections between the practice of talking about people in history lessons and multiperspectivity may contribute to teachers’ awareness of another way they can promote multiperspectivity in class.
Bibliographical noteFunding Information:
This work was supported by the Israel Science Foundation under grant number 548/14 and by scholarship from the Cherrick Center at the Hebrew University and by the Zalman Aran scholarship of the Israeli Ministry of Education. We are thankful for their support. We thank the principals, teachers, and students of the participating schools.
© 2019, © 2019 College and University Faculty Assembly of National Council for the Social Studies.
- History learning
- history teaching
- people in history