Historical thinking about migration history in secondary education: examination of its disciplinary and civic potential and of Flemish teachers’ opinions

As history education always is ascribed civic goals, several scholars have put historical thinking (HT) to the fore as the main aim for history education, since the 1980s. They believe that HT can at the same time contribute to a better understanding of history and to young people’s civic attitude development. Several questions arise around this claim, for it is not clear (1) how history teachers perceive the concept and implementation of HT; (2) what teaching strategies are effective and efficient in fostering students’ HT ability; (3) what the place of emotions and affective caring can be in HT, and (4) if HT can indeed influence students’ civic attitudes. Robust evidence is absent. This novel and innovative proposal addresses these challenges via an in-depth analysis of teachers’ opinions and via a pre- and double post-test two-stage intervention research design with effect measurement, its ultimate aim being to contribute to a qualitative, successful history education and a better scientific understanding of HT.

Keywords:history education, eurocentrism and ethnocentrism, intervention research, historical thinking, civic attitudes

Disciplines:Curatorial and related studies, History, Other history and archaeology, Art studies and sciences, Artistic design, Audiovisual art and digital media, Heritage, Music, Theatre and performance, Visual arts, Other arts, Product development, Study of regions