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This miniature offers a provocation to consider both how and why the teaching of differing perspectives in history classrooms is undertaken in different nations and the relationship this has with citizenship in liberal democracies. Drawing on some initial survey data from Australian history teachers, the authors highlight the inconsistent understanding of the concept of perspective and the pressing need to maintain a focus on different perspectives at a time when far-right conservativism seeks to establish a monovocal grand narrative that returns to a ‘history of the victors’ approach to the detriment of multicultural, democratic societies.
Bedford et al. (Wed,) studied this question.