This book delves into the psychology of teaching and learning history. It provides insight into the cognitive processes by which individuals imbibe history and how identity associations can shape our interpretation of histories. It assimilates concepts such as political scenario, curriculum, and pedagogy to give a holistic understanding of the processes involved in the learning of history. It discusses various themes such as the instrumentality of history in nation-building; psychological features and development of Historical Understanding; and the marginalisation of community history. It also provides suggestions on how teachers can reconcile with the developmental stages and multiple versions of history, while teaching tolerance and acceptance without compromising on nation-building commitments.
An important contribution, this volume will be indispensable for students and researchers of education, history, psychology, and educational psychology. It will also be of interest to historians, teachers and teacher educators.
Table of Contents
Chapter 1: The Psycho-Social Role of Past Chapter 2: Nature of History and Historical Understanding Chapter 3: Patterns in Development of Historical Understanding Chapter 4: Historical Understanding, Community History and Identity Chapter 5: National Narratives and Marginalised Community Histories Chapter 6: Learning and Teaching History at School
Shalini Dixit is Assistant Professor at NIAS Bengaluru, India. Prior to joining NIAS she taught at the department of Psychology and Elementary Education at different colleges in the University of Delhi, India. She has a PhD from Jawaharlal Nehru University, New Delhi, and received the NCERT Doctoral Fellowship for her PhD research. Her doctoral work on the understanding of history was awarded D Sinha Best Doctoral Dissertation Award by the National Academy of Psychology, India, in the year 2013. She has also worked with Save the Children, Finland and James Cook University Australia, Singapore Campus. Her research interests include cultural and cognitive processes, critical aspects of educational psychology and social psychology. Her primary area of research has been understanding of history and collective memory and psychological responses to marginalised histories.