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IJHLTR International Journal of Historical Learning Teaching and Research IJHLTR International Journal of Historical Learning Teaching and Research Volume 8, Number January 2009 www.history.org.uk ISSN: 472 – 9466 In association with— Editorial Board Dr. Isabel Barca, Assistant Professor, Universtity of Minho, Braga, Portugal Dr. Laura Capita, Senior Researcher, Institute of Educational Sciences, Bucharest, Romania Dr. Carol Capita, Lecturer in History Didactics, Department of Teacher Training, University of Bucharest, Romania Arthur Chapman, Lecturer in History Education, Institute of Education University of London, UK Dr. Hilary Cooper, Professor of History and Pedagogy, University of Cumbria, UK Dr. Dursun Dilek, Associate Professor, Department of History Education, Ataturk Faculty of Education, University of Marmara, Turkey Dr. Terrie Epstein, Associate Professor Department of Curriculum and Teaching, Hunter College, New York, USA Dr. Stuart Foster, Department of Arts and Humanities, London University Institute of Education, UK Jerome Freeman, Curriculum Advisor (History), Qualifications and Curriculum Education Authority Dr. David Gerwin, Associate Professor, Department of Educational Studies, City University, New York Richard Harris, University of Southampton, UK Dr. Terry Haydn, Reader in Education, School of Education and Lifelong Learning, University of East Anglia, UK Dr. Jonathan Howson, Lecturer in History Education, Faculty of Culture and Pedagogy, London University Institute of Education, UK Dr. Sunjoo Kang, Assistant Professor (teaching and research) Department of Social Studies Education, Gyeonin National University, South Korea Alison Kitson, Lecturer in History Education, London University Institute of Education, UK Dr. Linda Levstik, Professor of Social Studies, University of Kentucky, USA Dr. Alan McCully, Senior Lecturer in Education (History and Citizenship), University of Ulster Professor John Nichol, University of Plymouth, UK Rob Sieborger, Associate Professor, School of Education, University of Capetown, South Africa Dr. Dean Smart, Senior Lecturer, History and Citizenship Education, University of the West of England, Bristol, UK Professor A.B. Sokalov, Dean of Faculty of History and Head of methods of teaching History and Social Disciplines, Jaroslavl Pedagogical University, Russia Sue Temple, Senior Lecturer in Primary History Education, University of Cumbria, UK Dr. David Waller, Lecturer in American Politics and History, School of Social Sciences, University of Northampton, UK Gail Weldon, Principal Advisorin History Education, West Cape Province, South Africa, UK Mary Woolley, Senior Lecturer, Canterbury Christ Church University, UK Professor Maria Auxiliadora Schmidt, Professor of History Education, Education Department, Federal University, Paraná, Brazil 2 International Journal of Historical Learning, Teaching and Research Volume 8, Number - January 2009 ISSN 472–9466 Editorial History Education, Identity and Citizenship in the 21st Century 4 Articles Yücel Kabapınar 08 Prospective teachers’ ideas about the methodology of Social Sciences/History and purpose of social studies teaching— Evaluation of “Us” through “Others” Articles Bahri Ata 6 The Turkish prospective History teachers’ understanding of analogy in History education Linda Levstik 20 Well-behaved women rarely make History— Gendered teaching and learning in and about History Isabel Barca 9 Identities and History—Portuguese students’ accounts Olga Magalhaes and Marilia Gago 40 Crossing Voices—History as seen by Portuguese teachers Keith Barton and Alan McCully 28 When History teaching really matters— Understanding the impact of school intervention on students’ Jon Nichol 49 neighbourhood learning in Northern Ireland Constructing identity through the visual image— Memory, Identity, Belonging—History, culture & interpretive frameworks Júlia Castro 47 “We, Them and the Others”— Gail Weldon 56 Historical thinking and intercultural ideas of Portuguese students Memory, Identity and the South African History Curriculum Crisis of the 998 South African National Curriculum—Curriculum 2005 Hilary Cooper and Elizabeth Ditchburn 58 Folk Tales—Universal values, individual differences Mustafa Safran 77 History Teaching in Turkey—From past to present and expectations for the future Ismail Demircioglu 7 Does the teaching of History encourage active citizenship in Turkey? Perceptions of Turkish History Teachers Salih Özbaran 84 History education in its Turkish perspective Erkan Dinç 77 Can History be a bridge to get Turkey closer to Europe? Reports Elif Kilicbeyli 88 The possibility of an inclusion of the European dimension in the Cliohnet—The European History Network Turkish History curriculum IJHLTR – Author instructions for papers & abstracts 20 Dursun Dilek and Gülçin Yapıcı 96 Trainee History teachers' misinterpretation of sources and a romantic approach to historical understanding— An analysis of examination papers 2 EDITORIAL to Yaroslavl, Russia. In September 2007 HEIRNET held a conference, thanks to the History Education, Identity and Citizenship in the hospitality of Dursun Dilek and his host institution, Marmara University, in Istanbul. There 21st Century was no better place in the world to hold a conference on the role that History Education can and should play in the modern world: on the cusp of Europe and the gateway to Hilary Cooper, Dursun Dilek and Jon Nichol Asia; on the fault line between Christianity and Islam and in the cauldron of competing beliefs, ideologies and political systems. Internationally History has a major role to play in preparing children to be citizens in a world of plural democracies. History Education sits at the most volatile point on the The Istanbul conference’s theme was History Education, identity and citizenship in the interface between politics and education: its role is hotly contested in all societies, 2st Century. This volume includes a selection of papers delivered at the conference. particularly where it is dealing with issues with a temporal dimension and perspective They cover a wide range of themes including— such as beliefs, capitalism, citizenship, community, democracy, family, fascism, • Gender fundamentalism, gender, ideology, identity, internationalism, nationalism and nationality, • Nationalism and internationalism political systems, religion, rights, terrorism, totalitarianism and values. • Multi-culturalism • Ethnicity In a world where History is universally recognised as having a central educational role • Citizenship we felt that the resulting academic discourse had no central forum where its members • Values could discuss, debate, share, report and disseminate its findings. Academic papers that • Beliefs addressed concerns of the History Education community were scattered in generalist • Pedagogy journals, often as an adjunct to these publications’ major preoccupations. Yet, History • Academic subject knowledge Education is too important to be marginalised: it needs a voice that presents the findings • Fundamentalism of theory, scholarship and research. Such a voice is not intended to be part of a private, • European community internal dialogue within the closed cloisters of academia: a central issue is for it to inform and hopefully provide an evidentially based body of knowledge and understanding that IJHLTR and HEIRNET are proud to be centrally involved in the discussions and debate that teachers, administrators, educators, politicians and the bodies that guide and shape the are the meat and drink of History Education. Accordingly, we are delighted to announce school curricula across the world might heed. that the Historical Association of the United Kingdom is taking over the publication of IJHLTR—it will now be accessible to members of the Historical Association as well as Accordingly, in 200 the International Journal of Historical Learning, Teaching and members of the HEIRNET community. Research [IJHLTR] was founded to provide an international medium for reporting on History Education: it in now in its thirteenth volume. To further the vision of IJHLTR, in 200, Hilary Cooper of the University of Cumbria, UK and Jon Nichol of the Universities of Exeter and Plymouth established an informal body, the History Educators International Research Network [HEIRNET] to give a physical, corporeal manifestation to IJHLTR. HEIRNET has now become established within the community of history educators, meeting annually in a range of locations from Cape Town to Cumbria and Istanbul 4 5 The Turkish prospective History teachers’ In the Dictionary of Philosophy, the description of analogy is that if two things have understanding of analogy in History education similarities in certain aspects, one concludes that these two things have other similarities or equalities in other aspects (Akarsu, 998, p.). In the Dictionary of Social Sciences, Bahri Ata, Gazi University, Ankara, Turkey analogy is described as that on the base of similarities of two things, the judgment related to the first thing is accepted as valid for the second thing (Demir & Acar, 2005, p.8). Abstract—This paper identifies ways in which analogy may help students to understand the past. It defines different types of analogy and investigates and evaluates ways in In the following sections of this paper, approaches to analogy in History and Pedagogy which student history teachers might use different types of analogy. are briefly considered. Keywords—Analogy, History Education, History Teachers, Pedagogy. History and Historical Analogies In general, in the literature on History Education, the term “comparative
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