Intercultural Historical Learning: Balancing Models of Theoretical Conceptualizations and Applied Practice

• In Event: Roundtable Session 2
  In Roundtable Session: Teacher Practice and Student Learning in History and Political Science

Abstract

This paper investigates the process of balancing theory and practice when implementing a complex learning goal. In a conceptual framework we focussed critical aspects of teaching intercultural historical learning. The framework consisted of history education theories (historical consciousness, narrative competence and historical thinking), intercultural competence and postcolonial theories. Next the conceptual framework was tested empirically. In “research circles” teachers and researchers collaborated to translate theory into practical applications. The results show that the framework helped teachers adapt their lessons in an intercultural direction. However it wasn’t a self-explanatory planning tool and there was a risk that simplified applications of the model reduced the complex intercultural learning goal too much. This balance is fine and needs to be explored further.

Authors

• Maria Johansson, Karlstad University

• Kenneth Nordgren, Karlstad University