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Organizational wrongdoing researchers often look to past cases to empirically develop and support theoretical understanding. Their research is therefore conducted at a temporal distance to focal events and frequently relies on retrospective accounts and surviving documentary evidence. These methodological circumstances define historical research practice, and we demonstrate in this paper the valuable insights that historical approaches can provide organizational wrongdoing research. Specifically, we draw on a range of practices from history and the social sciences to introduce four historically informed approaches: narrative history, analytically structured history, historical process study, short-term process study. We differentiate these based on their particular affordances and treatment of two key methodological considerations: historical evidence and temporality. We demonstrate the specific value these approaches represent to organizational wrongdoing research with several exemplars showing how they have been used in related fields of research.

This study explored the development of historical empathy in the social studies classroom by addressing the following question: Does the manner in which students are asked to express their historical conclusions impact their ability to exhibit empathy? The results of two different types of writing assignments were examined in order to determine whether one is more likely to encourage the display of historical empathy: text written in the first person from the perspective of a historical agent or text written in the third person about the perspectives of historical agents. Data, in the form of student writing samples and interviews, was collected over a two-week period in an eighth-grade social studies classroom. The findings suggest that the way in which students are asked to articulate their historical conclusions can indeed encourage or inhibit their ability to exhibit empathetic regard.

The purpose of this paper is to report the findings from a study that explored the use of art and visual production as a means through which 20 third-graders developed and represented their social studies understandings. The author describes the ways the process of visual production and the finished products illustrate the nature of the students' social studies learning.

The project was grounded in an inductive qualitative approach privileging student voice. This paper reports analysis and interpretation of multiple data sources, including photographs of students' projects, digital recordings of the visual productions and student interviews, as well as field notes and informal teacher conversations.

Results suggest that in the process of visual production and in their final pieces, students moved in fluid ways between making sense of new knowledge, developing important social studies skills, and representing their knowledge. More specifically, students used historical evidence to present humanized versions of history through personalized narratives. These outcomes suggest that the integration of art and visual production can be a valuable and effective way for students to develop and apply social studies skills as well as represent their understanding.

This study provides insight into how young children can use art and visual production to develop social studies skills, make sense of new knowledge, and represent their learning, contributing knowledge on an understudied topic and population in social studies education.

This is a comparative case study of how three high school history teachers in the U.S.A. use art in their practice. The following research question was investigated: How do secondary history teachers incorporate the arts—paintings, music, poems, novels, and films—in their teaching of history and why? Data were collected from three sources: interviews, observations, and classroom materials. Grounded theory was utilized to analyze the data. Findings suggest these teachers use the arts as historical evidence roughly for three purposes: First, to teach the spirit of an age; second, to teach the history of ordinary people invisible in official historical records; and third, to teach, both with and without art, the process of writing history. Two of the three teachers, however, failed to teach historical thinking skills through art.

To best challenge students’ thinking, researchers and educators must locate or create innovative ways to spark enthusiasm and facilitate criticality. This paper investigates how middle school students analyzed various primary and secondary historical documents to construct original political cartoons. Students articulated newly generated understandings about the complex historical event within these original political cartoons. Students then examined and discussed peers’ original political cartoons. This approach was novel because the research literature indicated students rarely are asked to construct original political cartoons to express opinions and understandings. Political cartoons mostly are used as tools for interpretation and usually only with gifted and older students. This approach was successful because of the positive impact that original political cartooning had on students’ engagement, interpretational skills, criticality, expressivity, and the class’s discussions. The original political cartoons served as engaging teaching and learning tools that enabled students to see history’s complex and unsettled nature.

Historical empathy, also referred to as perspective taking, is an important skill for students to learn. Students need to have historical empathy in order to understand the complexity of how historians explain past events. Historical empathy, defined by Downey (1995), is the ability to recognize how the past was different from the present, to distinguish between multiple perspectives from the past, to explain the author’s perspective, and to defend it with historical evidence. In this action research study, a teacher used historical debate to foster the development of perspective taking in her fifth-grade class. Through debate, students took on the perspectives of people from the past and gained a better understanding of past events. Debates increased students’ understanding of historical contexts and differences between different viewpoints in the past, both important aspects of perspective taking. Students, however, had trouble demonstrating that the past is different from the present.

The purpose of this paper is to revisit the special issue of Accounting, Auditing & Accountability Journal published in 1996 on the theme “Accounting history into the twenty‐first century”, in order to identify and assess the impact of the special issue in shaping developments in the accounting history literature, and to consider issues for future historical research in accounting.

A retrospective and prospective essay focusing on developments in the historical accounting literature.

The special issue's advocacy of critical and interpretive histories of accounting's past has influenced subsequent research, particularly within the various research themes identified in the issue. The most significant aspect of this influence has been the engagement of increasing numbers of accounting historians with theoretical perspectives and analytical frameworks.

The present study examines the content and impact of a single journal issue. It explores future research possibilities, which inevitably involves speculation.

In addressing recent developments in the literature through the lens of the special issue, the paper emphasises the unifying power of history and offers ideas, insights and reflections that may assist in stimulating originality in future studies of accounting's past.

This study aims to examine the textual performance of the Ocean Ranger Disaster inquiry, thus responding to recent calls to “practice context” in historical writing. This study goes beyond the epistemological assumptions about the grounds for knowing about the past as the authors explore how history is produced in the context of power relations.

This paper imagines history-making as a storytelling performance. The authors combine critical historiography and critical sensemaking because these qualitative perspectives help us to understand the composition of the Ocean Ranger Royal Commission Report.

This case study makes a contribution within the genre of disaster inquiry reporting. The study explains how a formal historical record (the public inquiry report) may be created and how the report is related to aspects of power embedded in a writer’s sense of reality.

The Ocean Ranger Disaster continues to be of tremendous importance to the people of Newfoundland, Canada. There have been numerous studies of the disaster, but these have been overwhelmingly focused on technical matters. To authors’ knowledge, this study is the first to consider the inquiry from an historical context perspective.

The study site enables reflection on a question not often asked in the management history literature: How can we critically understand the composition of an official disaster inquiry report in the context of its power relations?

The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.

Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods.

The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations.

Recommendations for practice are discussed.

This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.

This article highlights some of the experiences of elementary students learning to use primary sources to engage in historical inquiry. Two teacher educators developed and taught social studies lessons in collaboration with 5^th and 6^th grade teachers. The elementary students had little previous experience evaluating primary sources and artifacts. Using both digital and non-digital sources, the students began to understand historical perspective and use historical evidence as the basis of their conclusions. However, difficulties were encountered during lessons using artifacts to understand historical events. The article presents descriptive evidence and the lessons we learned as educators.