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      Using films in the development of historical consciousness: Research, theory and teacher practice

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            Abstract

            In the digitally reliant twenty-first century, the exclusivity of printed sources for investigating and interpreting the past has been eroded, and other modes of historical interpretations, such as film, virtual reality simulations and online museums, have found a growing audience and influence. History education has followed suit in Australia, with a range of multimodal sources commonly featured in history teaching programmes (Donnelly, 2018). Film has become an increasingly popular choice as teachers strive to engage a student population accustomed to multimodality, and with technological upgrades facilitating viewings in learning spaces (Donnelly, 2014a). Using data from history teacher practice studies, this paper argues that films have the potential to impact historical consciousness, and proposes a model of the pedagogical mechanisms at work in these instances. Implementation strategies and practices are further illustrated by reference to two teaching protocol exemplars, the weekly plans of which are included in the paper.

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            Journal
            75011015
            History Education Research Journal
            UCL IOE Press
            1472-9474
            1472-9466
            01 April 2020
            : 17
            : 1
            : 114-131
            Article
            1472-9474(20200401)17:1L.114;1- s9.phd /ioep/herj/2020/00000017/00000001/art00009
            10.18546/HERJ.17.1.09
            5e95dfc3-88e7-41c8-87c8-95fcaf3e17a1
            Copyright @ 2020
            History
            Categories
            Articles

            Educational research & Statistics,General education,History
            EMPATHY,HISTORICAL CONSCIOUSNESS,FILMS,HISTORY PEDAGOGY,VALUES,QUALITATIVE RESEARCH

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