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Article
Publication date: 28 December 2023

Elizabeth Yeager Washington and Travis Logan Seay

The authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States…

Abstract

Purpose

The authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence.

Design/methodology/approach

The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence.

Findings

The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories.

Research limitations/implications

Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level.

Practical implications

In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge.

Social implications

The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering.

Originality/value

The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 2 November 2018

Amy McKernan

The purpose of this paper is to consider the ways Port Arthur Historic Site and the Cascades Female Factory educate visitors using the often contentious and confronting histories…

Abstract

Purpose

The purpose of this paper is to consider the ways Port Arthur Historic Site and the Cascades Female Factory educate visitors using the often contentious and confronting histories of convictism in Australia.

Design/methodology/approach

The research was conducted between 2012 and 2015, and included analysis of exhibitions and education programs at the two sites, as well as interviews with core staff, and archival research. Analysis employed a methodological framework drawing on Margaret Wetherell’s (2012) notion of “affective practice”, as well as understandings of historical thinking in education developed by theorists and educators.

Findings

The two sites take differing approaches to educating visitors about the “uncomfortable” histories related to their heritage. Ultimately, this paper argues that the Cascades presents a greater ease with communicating the confronting aspects of the site’s history, while Port Arthur’s interpretive strategies are often focussed on countering widespread assumptions about the “darkness” and cruelty characteristic of the penal system in Australia. Overall, the analysis finds considerable potential in the “use” of confronting and contested history in teaching aimed at developing historical thought and empathy.

Originality/value

The research addresses an issue that is of central concern in heritage education at present – interpretations of confronting and contentious histories – and employs an innovative set of conceptual strategies and tools to gather insights of use to practitioners in heritage and education.

Details

History of Education Review, vol. 47 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Book part
Publication date: 23 December 2005

Luca Zan

This article reflects on the lack of focus on history characterizing the strategic management field. Reasons and consequences of such a peculiar situation need to be pointed out…

Abstract

This article reflects on the lack of focus on history characterizing the strategic management field. Reasons and consequences of such a peculiar situation need to be pointed out in order to develop a better history-grounded research approach inside the field.

In terms of (the missing) history of thought, a fear of history seems to characterize the field, for a more aware historical understanding of strategic management and practices is likely to question not only notions and concepts, but the very perception of the field as a practically oriented discipline. A lack of historical reflection is usually preferred, wherein strategic management seems to come out of the blue, ignoring its inner evolution over time, and the relationships with previous bodies of knowledge in the business realm, such as for instance administrative sciences and accounting.

In terms of the history of practice the situation is – if possible – even worse, with an obscure understanding of contexts and features of managerial practices in the past. Archival research is called for here, drawing on two research projects on pre-industrial revolution context (the Spanish Royal Tobacco Factory in the XVIII century, and the Venice Arsenal in the turn of the XVI century), in order to examine how prior management practices can influence and inform our present understanding of the discipline of strategic management. A less simplistic view of managing practices in the past emerges, which challenges the commonly held cycle of innovation and discontinuity perpetually alleged in the strategic management field to legitimize its own existence as a research area.

While strategic management tools show a potential contribution to historical understanding in this archival research, a more historically aware understanding of the evolution of the field is thus intended as a way to falsify strategic management theory.

Details

Strategy Process
Type: Book
ISBN: 978-1-84950-340-2

Book part
Publication date: 30 November 2018

Michael Polgar

Abstract

Details

Holocaust and Human Rights Education
Type: Book
ISBN: 978-1-78754-499-4

Article
Publication date: 25 July 2020

Carly C. Muetterties and Erin A. Bronstein

This work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the value of…

Abstract

Purpose

This work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the value of both inquiry and historical empathy in bridging history instruction and civic life. Though history is often identified as a means to foster democratic dispositions, learning can often feel disconnected from students' lived experiences, let alone directly connect to their out-of-classroom circumstances. Teaching with historical empathy allows students to affectively engage with content, resulting in complex reasoning and content acquisition.

Design/methodology/approach

The authors explain an original inquiry that uses the Inquiry Design Model (IDM) and historical empathy to help students complicate Emilio Aguinaldo and his legacy. By combining historical empathy and the inquiry model, the authors structured their work for practitioner use but also as a way to draw on rarely emphasized content in US or World history courses.

Findings

In using this model, students will be able to apply their learning in a civic engagement task related to modern questions of US geopolitics.

Originality/value

The authors offer and explore the process of an original inquiry as a way to help practitioners and scholars consider how to create other such rigorous opportunities for students to practice global citizenship.

Details

Social Studies Research and Practice, vol. 15 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 15 January 2024

Danielle E. Sachdeva

Immigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received…

Abstract

Purpose

Immigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received limited curricular representation. Using the qualitative method of critical content analysis, this study aims to examine depictions of French-Canadian immigrants to the United States in contemporary children’s books.

Design/methodology/approach

Postcolonialism is employed as an analytical lens with special attention given to the ways immigrant characters are constructed as different from the dominant group (i.e., othering), how dominant group values are imposed on immigrant characters, and how immigrant characters resist othering and domination. Three books comprise the sample: “Charlotte Bakeman Has Her Say” by Mary Finger and illustrated by Kimberly Batti, “Other Bells for Us to Ring” by Robert Cormier, and “Red River Girl” by Norma Sommerdorf.

Findings

The findings reveal multiple instances in which French-Canadian immigrants are constructed as Other and few instances in which these characters resist this positioning, and these books reflect the real ways French-Canadians were perceived as subalterns during the mass migration from Québec to the United States between the late 19th and early 20th centuries.

Originality/value

This study is significant because it examines portrayals of a substantial immigrant group that has been overlooked in the immigration history curriculum. This sample of children’s books may be used to teach children the complexities of immigration history and provide a more nuanced understanding of immigration during the 19th and 20th centuries.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 23 June 2022

Montgomery Van Wart, Michael Macaulay and Katie Haberstroh

This article investigates the leadership style of Jacinda Ardern, Prime Minister of Aotearoa New Zealand. It uses the model of Social Change Leadership (SCL) to evaluate her…

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Abstract

Purpose

This article investigates the leadership style of Jacinda Ardern, Prime Minister of Aotearoa New Zealand. It uses the model of Social Change Leadership (SCL) to evaluate her approach to leadership as well as some notable successes and failures of her premiership.

Design/methodology/approach

The article adopts a grounded theory approach in which five increasingly refined research iterations were conducted to detect and articulate patterns of significance (Strauss and Corbin, 1997). Ultimately, the team selected 19 leadership examples to be cross referenced with the SCL model.

Findings

The article finds that in terms of leadership style Ardern corresponds closely to the SCL framework. The 19 examples show clusters of behavior that clearly denote a SCL constellation in terms of her approach. It also finds, however, that in terms of performance goals there is a less clear picture with less coherence to the framework. These findings in turn point to an interesting potential tension in the SCL model that has hitherto not been acknowledged.

Originality/value

The article is the first of its kind to apply SCL to a major global political leader. It is the first structured, academic assessment of Ardern's leadership. It adds a theoretical contribution to ongoing discussions on the efficacy and utility of the SCL framework.

Details

International Journal of Public Sector Management, vol. 35 no. 6
Type: Research Article
ISSN: 0951-3558

Keywords

Article
Publication date: 22 September 2021

Yujie Zhu

The purpose of this paper is to examine the construction of national heritage through the interpretation of sites and events, with a particular focus on hot interpretation at…

Abstract

Purpose

The purpose of this paper is to examine the construction of national heritage through the interpretation of sites and events, with a particular focus on hot interpretation at difficult heritage sites. 

Design/methodology/approach

This paper examines the processes of difficult heritage interpretation at the Memorial Hall of the Nanjing Massacre over the past 30 years, and examines the resulting political implications.

Findings

Aligning with contemporary national social and political agendas, heritage interpretation at the Memorial Hall actively serves as an authorised educational tool. Despite the hot interpretation techniques used to stimulate the emotional impact of visitor experiences, this particular traumatic past has been utilised in nation building practices that legitimise specific histories and form a national image on an international stage.

Research limitations/implications

Heritage interpretation of difficult history will benefit from open dialogue and assessment of the past from multiple perspectives. This requires all stakeholders to work together to develop interpretation strategies that acknowledge and prioritise the needs of post-conflict societies. Without this form of open dialogue and reflection, the official claims of heritage interpretation achieving reconciliation between conflicted peoples remain superficial. 

Originality/value

This study offers a novel contribution to the discussion of heritage interpretation. The results shed light on the cultural processes surrounding state interpretation of traumatic pasts for specific political uses. The study suggests ways in which heritage sectors and authorities can achieve social goals, such as public education, reconciliation and peacebuilding, through such processes of heritage interpretation.

Details

Journal of Cultural Heritage Management and Sustainable Development, vol. 12 no. 1
Type: Research Article
ISSN: 2044-1266

Keywords

Article
Publication date: 1 November 2023

Alison Bedford

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and…

Abstract

Purpose

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

Design/methodology/approach

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

Findings

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

Originality/value

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

Details

History of Education Review, vol. 52 no. 2/3
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 1 February 2021

Rene Arseneault, Nicholous M. Deal and Jean Helms Mills

The purpose of this paper is to answer the question of where the course of the collective efforts in historical research on business and organizations has taken this discipline…

Abstract

Purpose

The purpose of this paper is to answer the question of where the course of the collective efforts in historical research on business and organizations has taken this discipline. By raising two key contributions that have sought to reshape the contours of management and organizational history, the authors trace the work of their field since their inception and, in doing so, critique the utility of these typologies as representative of diverse historical knowledge in management and organization studies (MOS).

Design/methodology/approach

Drawing on elements of an integrative review that seeks to critically appraise the foundation of knowledge built in a scholarly field, the authors interrogate the historical knowledge that has been (and is being) produced in three leading management and organizational history journals by synthesizing the posture history takes as an object and subject of study in MOS. Over 400 articles were closely examined and categorized using Rowlinson et al.’s (2014) research strategies in organizational history and Maclean et al.’s (2016) four conceptions of history. Then, this research was used to examine the integrity of these two typologies and their practice by management historians.

Findings

The bulk of the work our field has produced mirrors an analytically structured history feel – where “doing history” straddles careful divide between data analysis and narrative construction. Narrating as a conception of history used in organization studies research remains the most subscribed representation of the past. It was found that while some work may fit within these typologies, others especially those considered peripheral of mainstream history are difficult to confine to any one strategy or conception. The authors’ examination also found some potential for a creative synthesis between the two typologies.

Research limitations/implications

Because only three management history journals are used in this analysis, bracketed by the choice of the periodization (between 2016 and 2019 inclusive), this study must not be viewed as being wholly representative of all historical research on business and organizations writ-large.

Practical implications

This research attempts to demonstrate the recent direction management and organizational historians have taken in crafting history. The authors embrace the opportunity to allow for this paper to act as a tool to familiarize a much broader audience to understand what has been constituted as historical research in MOS to-date and is especially useful to those who are already contributing to the field (e.g. doctoral students and junior scholars who have demonstrable interest in taking up historically inspired dissertations, articles, chapters and conference activities).

Originality/value

The research conducted in this article contributes to the debates that have sought to define the scholastic character of management and organizational history. The authors build on recent calls to take part in creating dialogue between and among each other, building on the collective efforts that advance history in both theory and practice.

Details

Journal of Management History, vol. 27 no. 2
Type: Research Article
ISSN: 1751-1348

Keywords

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