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Open Access Using films in the development of historical consciousness: Research, theory and teacher practice

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In the digitally reliant twenty-first century, the exclusivity of printed sources for investigating and interpreting the past has been eroded, and other modes of historical interpretations, such as film, virtual reality simulations and online museums, have found a growing audience and influence. History education has followed suit in Australia, with a range of multimodal sources commonly featured in history teaching programmes (Donnelly, 2018). Film has become an increasingly popular choice as teachers strive to engage a student population accustomed to multimodality, and with technological upgrades facilitating viewings in learning spaces (Donnelly, 2014a). Using data from history teacher practice studies, this paper argues that films have the potential to impact historical consciousness, and proposes a model of the pedagogical mechanisms at work in these instances. Implementation strategies and practices are further illustrated by reference to two teaching protocol exemplars, the weekly plans of which are included in the paper.

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Keywords: EMPATHY; FILMS; HISTORICAL CONSCIOUSNESS; HISTORY PEDAGOGY; QUALITATIVE RESEARCH; VALUES

Document Type: Research Article

Publication date: April 1, 2020

More about this publication?
  • The History Education Research Journal (HERJ) is an international, open-access, peer-reviewed journal that focuses on the global significance and impact of history education. It covers all aspects of history education theory, scholarship, and pure and applied research. Articles illuminate contemporary issues, concerns, policies and practice, drawing upon the eclectic research methodologies of history education. The journal is published in partnership with the Historical Association.

    HERJ is a relaunch of the International Journal of Historical Learning Teaching and Research. All past issues up to and including vol. 15, no. 1 were published under this title. HERJ vol. 15, no. 2 is the first to be published by UCL IOE Press.
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