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Abstract
In the context of pluralization, globalization, and developments in pedagogy and academic history, ideas about the functions and objectives of history teaching (HT) have significantly diversified. Though traditional conceptions still prevail among the broader public, in professional circles traditional ideas about HT are accompanied by deconstructionist and multi-perspective approaches, deriving from the notion that history should not be regarded as true and unambiguous. The objective of this study is to discern the variety of representations of HT in Estonia, as reflected in an Estonian teachers’ weekly newspaper, an “interface” between the broader public and narrower professional spheres and discussions.
Acknowledgements
This research was supported by the European Union through the European Regional Development Fund (Centre of Excellence CECT) and through European Social Fund (measure 1.1 project 1.0101–0267), as well as by the Estonian state target-financed project SF0180002s07 and Estonian Science Foundation grant project ETF9308 (“Geographies of Media and Communication in a Transition Country”). We thank Lisa Dobbin for useful comments on a draft version of the article.
Additional information
Notes on contributors
Katrin Kello
Katrin Kello is a researcher at the Institute of Journalism, Communication and Information Studies, University of Tartu. She has an MA in history and work experience in the field of curriculum development. Using social representation theory, Kello looks at conceptions of the aims and functions of history instruction as well as representations of knowing about the past.
Halliki Harro-Loit
Halliki Harro-Loit is professor of journalism at the Institute of Journalism, Communication and Information Studies, University of Tartu.