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- Vol 2 TE: App B
historical thinkinghistorical empathymultiperspectivityhistorical narrativescivic participationevidence-based inquirymoral responsepublic memoryBook Evidence summaryAt a glance
Barton and Levstik examine history education through the purpose of preparing learners for participatory, pluralist democracy.
Key ideas
Drawing on sociocultural theory and research on students' historical thinking, they distinguish several stances toward the past: identification, analysis, moral response, and exhibition. The book explores how narrative, national stories, accounts of individual achievement, inquiry, and historical empathy shape understanding. Historical empathy includes both recognising perspectives in their contexts and caring about people and consequences, without collapsing into uncritical identification. The authors argue that investigative, multiperspectival teaching requires more than techniques or content knowledge; teachers need a defensible civic purpose for selecting and examining the past.
Why it matters
For educators, the book supports evidence-based inquiry, comparison of perspectives, attention to how public narratives influence learners, and discussion directed toward reasoned participation in the common good.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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