Contested pasts: improving sixth form students’ understanding of historical interpretations

Thesis

The study of historical interpretations is a statutory requirement but is also important in and of itself: history can only be understood with recognition that the past is contested and that interpretations are formed through the activities of the disciplinary community. Moreover, as McAleavy (2002) has argued, through studying historical interpretations, students can grasp that there are ‘no monopolies on the truth’ - a crucial appreciation for an informed citizen.

This action research project aimed to discover how an introductory taught course, supplemented by supported independent study, could improve students’ understanding of historical interpretations in the context of their A-level coursework. Student interviews and questionnaires provided baseline data, which was reviewed, with the findings used to plan the introductory lessons. These focused particularly on increasing pupil awareness of the methodology of historians and the conventions of the disciplinary community they work within. Qualitative data, such as audio transcripts and pupil work, was collected and analysed during this period. Following the completion of these lessons, a further review demonstrated that whilst pupils had advanced in their understanding, further intervention was required to better equip them with the skills necessary to pursue independent evaluation of historical interpretations, and so a second action research cycle ensued. Pupils then undertook a period of supported independent study to produce their final assignment. Collaboration with colleagues was crucial to the success of the project, particularly during the planning stages, and in communication regarding pupil progress during their independent research and writing.

The findings demonstrate that pupils progressed in their understandings of how and why interpretations differ, although some unevenness is evident in the progress achieved between individual students. Focusing on the methodology and disciplinary constraints historians work under helped pupils to move away from simple subjectivist views of academic history, and gave them a deeper understanding of the discipline which they were able to communicate in their final essays. Ultimately, the process of researching and writing academic history needs to be made more transparent to pupils, and a greater focus on meaningful interpretations work should be included throughout Key Stage 3 and 4 in preparation for the demands of A-Level.

Authors: Hiscox, H

• DOI: 10.5287/ora-e21dn5zyv
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Keywords: MLT2018; MLT
• Subjects: Education