How do 17-18 year-old students engage with differing historical accounts? A case-study from Cyprus
29th March 2022, 5-6.30pm GMT, via Zoom
Dr Maria K. Georgiou, SYNTHESIS Centre for Research & Education
There has been increasing international research on history education (Afandi, 2012; Barca, 2005; Carvalho and Barca, 2012; Cercadillo, 2001; Chapman, 2009; Hsiao, 2008; Martens, 2015; Shemilt, 1980; Lee et al., 1994) that shows that students, to a more or a lesser extent, operate with similar ideas about differing historical intrepretations (known as ‘accounts’ in the British tradition) on the same historical event. How do findings from a post-conflict country – namely, the still divided island-country of Cyprus – compare to those of other studies? This seminar will share the findings of Georgiou’s (UCL, 2019) PhD Thesis research conducted with 17-18 year old Greek-Cypriot students, aiming to explore how young people in their last year of schooling engage with two pairs of differing historical accounts on the same event, one being a Cyprus event and the other a ‘neutral’ one. The research was exploratory and employed an inductive coding approach. Georgiou will discuss how students’ disciplinary thinking looks like – that is, how students analysed, compared, and evaluated the accounts – and how students attributed value to historical accounts in personal terms.
This seminar is free and open to all and will take place via Zoom. To register, please follow this link.