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Fight, flight or light: three approaches to teaching difficult past events.

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Title: Fight, flight or light: three approaches to teaching difficult past events.
Authors: Honig, Michal, Porat, Dan
Source: Oxford Review of Education. Apr2021, Vol. 47 Issue 2, p224-242. 19p. 1 Diagram, 1 Chart.
Subjects: Teaching methods, Aims & objectives of training, Effective teaching, History teachers
Abstract: This paper examines two research questions: How do teachers refer to historical figures when teaching difficult past events? Which approaches to teaching difficult past events are reflected in teachers' ways of talking about historical figures? The paper is based on an analysis of lessons by three 11th grade history teachers in Israel on the controversial Altalena Affair. Each teacher assigned a different role to the historical figures. We argue that awareness of the relationship between the way teachers present historical figures and the way they handle controversial events may provide them with a tool for reflecting on their teaching practice. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Fight, flight or light: three approaches to teaching difficult past events.
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  Data: <searchLink fieldCode="AR" term="%22Honig%2C+Michal%22">Honig, Michal</searchLink><br /><searchLink fieldCode="AR" term="%22Porat%2C+Dan%22">Porat, Dan</searchLink>
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  Data: This paper examines two research questions: How do teachers refer to historical figures when teaching difficult past events? Which approaches to teaching difficult past events are reflected in teachers' ways of talking about historical figures? The paper is based on an analysis of lessons by three 11th grade history teachers in Israel on the controversial Altalena Affair. Each teacher assigned a different role to the historical figures. We argue that awareness of the relationship between the way teachers present historical figures and the way they handle controversial events may provide them with a tool for reflecting on their teaching practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03054985.2020.1828050
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              Text: Apr2021
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