Fostering intercultural competence in a university classroomWorking on historical empathy through the work Chimamanda Ngozi Adichiethe thing around your neck, by chimamanda ngozi adichie.

  1. Perales Fernández de Gamboa, Andrea 1
  2. Apaolaza-Llorente, Dorleta 1
  3. Orcasitas-Vicandi, María 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revue:
Aula de encuentro: Revista de investigación y comunicación de experiencias educativas

ISSN: 1137-8778,  2341-4847

Année de publication: 2022

Volumen: 24

Número: 1

Pages: 169-190

Type: Article

DOI: 10.17561/AE.V24N1.6273 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Aula de encuentro: Revista de investigación y comunicación de experiencias educativas

Objectifs de Développement Durable

Résumé

Historical empathy is defined as the process of cognitive and affective commitment that students acquire with historical figures to understand their experiences, decision-making and actions. Historical empathy involves understanding how people in the past thought, felt, decided, acted, and faced consequences within a specific historical and social context. In this way, historical empathy is a fundamental tool for the paradigm shift in historical teaching that connects three processes: historical contextualization, perspective taking, and affective connection. In this way, the proposal we present has two objectives: to work historical empathy from literature, a novel and unique approach, and to work it in a university classroom. We consider that due to the exclusion that women have traditionally suffered, their literature is the most pertinent for the development of this proposal. For this reason, we will use the short-story “A Private Experience”, included in Chimamanda Ngozi Adichie’s The Thing Around Your Neck.

Références bibliographiques

  • Adichie, C. N. (2009a). A Private Experience. In The Thing Around Your Neck. (pp. 43–56). Harper Collins.
  • Adichie, C. N. (2009b, July) TEDGlobal: The danger of a single story.
  • Aguado, M. T. (2003) Pedagogía intercultural. McGraw-Hill.
  • AlJazeera (2010, October 3). Independence Day: Becoming Nigerian.
  • Anderson, L. W. (2014). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Pearson.
  • Aidoo, A. A. (1992). The African Woman Today. Dissent, 39, 319–325.
  • Ballester Roca, J. & Ibarra Ruis, N. (2015). La formación lectora y literaria en contextos multiculturales. Una perspectiva educativa e inclusiva. Teoría de la educación, 27(2), 161–183. http://dx.doi.org/10.14201/teoredu2015272161183
  • Benet Gil, A., Molinet García, M. O & Sales Ciges, M. A. (2020). Cómo somos, qué queremos y compartimos. Percepciones y creencias acerca de la cultural intercultural inclusiva que promueve la universidad. Revista de la Educación Superior, 193(49), 25–43. https://doi.org/10.36857/resu.2020.193.1031
  • Biafran War Memories Project (n.d).
  • Brooks, S. (2011). Historical empathy as perspective recognition and care in one secondary social studies classroom. Theory & Research in Social Education, 39(2), 166–202. https://doi.org/10.1080/00933104.2011.10473452
  • DARA (n.d.). Documentos y Archivos de Aragón. Archivo Fundación Bernardo Aladrén.
  • Davis, O. L. (2001). In pursuit of historical empathy. In Davis, O. L., Yeager, E. A., & Foster, S. J. (Eds.). Historical Empathy and Perspective Taking in the Social Studies (pp. 1–12). Rowman & Littlefield Publishers.
  • Doppen, F. (2000). Teaching and learning multiple perspectives: The atomic bomb. The Social Studies, 91, 159–169. https://doi.org/10.1080/00377990009602461
  • Eisenberg, N. (2000). Empathy. In K. E. Alan (Ed.), Encyclopedia of psychology (Vol. 3) (pp. 179–182). APA. https://doi.org/10.1037/10518-067
  • Endacott, J. L. (2010). Reconsidering affective engagement in historical empathy. Theory & Research in Social Education, 38(1), 6–49. https://doi.org/10.1080/00933104.2010.10473415
  • Endacott, J., & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41–58. https://doi.org/10.1108/SSRP-01-2013-B0003
  • Endacott, J. L., & Sturtz, J. (2015). Historical empathy and pedagogical reasoning. The journal of social studies research, 39(1), 1–16. https://doi.org/10.1016/j.jssr.2014.05.003
  • Eze, C. (2016). Ethics and Human Rights in Anglophone African Women’s Literature. Palgrave McMillan. https://doi.org/10.1007/978-3-319-40922-1
  • Field, S. L. (2001). Perspectives and elementary social studies: practice and promise. In Davis, O. L., Yeager, E. A., & Foster, S. J. (Eds.). Historical Empathy and Perspective Taking in the Social Studies (pp. 115–138). Rowman & Littlefield Publishers.
  • Foster, S. (1999). Using historical empathy to excite students about the study of history: Can you empathize with Neville Chamberlain? The Social Studies, 90(1), 18–24. https://doi.org/10.1080/00377999909602386
  • Gaya Best, S. & Rakodi, C. (2011) Violent Conflict and its Aftermath in Jos and Kano, Nigeria: What is the Role of Religion? (working paper). UKAID, Religions and Development Research Program.
  • Handelsman, M. (2021). Literature and Interculturality. A Proposal for Possible Reading Otherwise. Journal of Latin American Cultural Studies, 30(1), 75–89. https://doi.org/10.1080/13569325.2021.1911791
  • Heerten, L. & Moses, A.D. (2014). The Nigeria—Biafra war: postcolonial conflict and the question of genocide, Journal of Genocide Research, 16(2-3), 169–203. https://doi.org/10.1080/14623528.2014.936700
  • Kisida, B., Goodwin, L., & Bowen, D. H. (2020). Teaching history through Theater: the effects of arts integration on student’s knowledge and attitudes. AERA Open, 6, 1–11. https://doi.org/10.1177%2F2332858420902712
  • Levstik, L. S. & Barton, K. C. (2011). (4th ed.). Doing history: Investigating with children in elementary and middle schools. Lawrence Erlbaum.
  • Llona González, M. (2012). Historia oral: la exploración de las identidades a través de la historia de vida. In Llona González M. (edit.). Entreverse. Teoría y metodología práctica de las fuentes orales (pp. 15–60). Universidad del País Vasco.
  • Montemayor Ruiz, S. (edit.) (2008). La novela histórica como recurso didáctico para las ciencias sociales. Ministerio de Educación Cultura y Deporte.
  • Nnaemeka, O. (1994) From Orality to Writing: African Women Writers and the (Re)Inscription of Womanhood. Research in African Literatures, 25(4), 137–157.
  • Orenga Caleri, S. (2015). Fotografía y fuentes orales. Un análisis metodológico. In Colomer Rubio, J.C., Esteve Martí, J. & Ibáñez Domingo, M. (edit.), Ayer y hoy: Debates, historiografía y didáctica de la Historia (pp. 66–70). Asociación de Historia Contemporánea, Universitat de València.
  • PARES (n.d.). Archivo Fotográfico de la Delegación de Propaganda de Madrid.
  • Seixas, P. (2017). A Model of Historical Thinking. Educational Philosophy and Theory, 49(6), 593–605. https://doi.org/10.1080/00131857.2015.1101363
  • Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Nelson Education.
  • Showalter, E. (1971). Women and the Literary Curriculum. College English, 32(8), 855–862. https://doi.org/10.2307/375623
  • Showalter, E. (1998). Twenty Years On: “A Literature of Their Own” Revisited. NOVEL: A Forum on Fiction, 31(3), 399–413. https://doi.org/10.2307/1346107
  • SIPCA (n.d.). Enrique Satué Olivan. Testimonios de aquel Pirineo.
  • Stoddard, J. D. (2012). Film as a ‘thoughtful’ medium for teaching history. Learning, Media and Technology, 37(3), 271–288. https://doi.org/10.1080/17439884.2011.572976
  • Subirats, M. (2017). Coeducación, apuesta por la libertad. Octaedro.
  • Thiong'o, N. W. (1993). Moving the Centre. The Struggle for Cultural Freedoms. James Currey Publishers.
  • Traver Martí, J.A., & García López, R. (2004). La enseñanza-aprendizaje de la actitud de solidaridad en el aula. Una propuesta de trabajo centrada en la aplicación de la técnica puzzle de Aronson. Revista española de pedagogía, 62(229), 419–438.
  • Waggeh, F. (2013, September 23). TEDxGallation: Africa Post-Colonial Development.
  • Walsh, C. (2009) Interculturalidad, estado, sociedad. Luchas (de)coloniales de nuestra época. Universidad Andina Simón Bolívar y Ediciones Abya-Yala.
  • Zulfiqar, S. (2016). African Women Writers and the Politics of Gender. Cambridge Scholars Publishing.
La source de données: Dialnet