Teaching recent historical conflicts through dialogical controversies and documentary theater

Authors

DOI: https://doi.org/10.6018/pantarei.577301
Keywords: History education, national identity, prejudice, moral educatio, theatre

Supporting Agencies

  • This work was carried out in the research group www.histandmem.com, coordinated by the second author. We appreciate the support of Projects PICT- 2019-02477 and 2020-SERIEA- 02828 (ANPCyT, Argentina), as well as PID2021-127529OBI00 MINECO-FEDER (Spain)

Abstract

Based on the interest of analyzing the effects of dialogic teaching in the approach to conflictive pasts, this paper presents the quantitative results of a pretest-posttest didactic design study on the teaching of the Malvinas War in a group of 66 students from Buenos Aires, Argentina. For this purpose, we developed several dialogic activities based on the viewing of the film Theater of War and the reading of historiographic texts. A questionnaire was used to assess historical knowledge, levels of prejudice towards the English and moral judgments about the war. The results suggest that the dialogic activities were effective in strengthening historical knowledge and reducing prejudice among students. Moral judgments about the war proved more difficult to change. This highlights the relevance of promoting dialogue in the classroom to encourage a reflective understanding of the past.

 

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Published
22-10-2023
How to Cite
Cantabrana Carassou, M., Carretero, & Barreiro, A. (2023). Teaching recent historical conflicts through dialogical controversies and documentary theater. Panta Rei. Digital Journal of History and Didactics of History, 17, 119–139. https://doi.org/10.6018/pantarei.577301