Crossing Disciplinary Boundaries: Integrating Economics and Geography to Foster Historical Consciousness in Local History and Global Citizenship
Article Sidebar
Main Article Content
Abstract
This article presents an approach to integrating economics and geography into local history teaching, with the aim of fostering historical consciousness and an understanding of otherness. The authors analyze ongoing debates surrounding the objectives of history education and propose Jörn Rüsen's (2004) framework of historical consciousness as consciousness as a basis for designing learning that meaningfully connects past, present, and future. The article offers examples of curriculum design that integrate economics and geography with local history, both on students’ own locality and on diverse others. This approach aims, to promote awareness of the dynamic relationships between space, people, and economic systems over time. The proposed model carries significant implications for history education reform, shifting from rote learning and nationalist ideology cultivation to developing critical analytical skills, understanding, and preparing learners to become global citizens who understand their own roots and respect cultural diversity. Ultimately, this new paradigm not only seeks to build historical knowledge but also aspires to empower learners to apply this knowledge in pursuit of sustainable community and social development
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Ahonen, S. (2005). Historical consciousness: A viable paradigm for history education? Journal of Curriculum Studies, 37(6), 697–707. https://doi.org/10.1080/00220270500153751
Ammert, N., Sharp, H., Löfström, J., & Edling, S. (2020). Identifying aspects of temporal orientation in students’ moral reflections. History Education Research Journal, 17(2), 132–150. https://doi.org/10.14324/HERJ.17.2.03
Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism. Verso.
Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. University of Minnesota Press.
Bar-On, D., & Kassem, F. (2004). Storytelling as a way to work through intractable conflicts: The German-Jewish experience and its relevance to the Palestinian-Israeli context. Journal of Social Issues, 60(2), 289–306. https://doi.org/10.1111/j.0022-4537.2004.00112.x
Bar-On, T. (2023). The identitarian movement and its contemporary manifestations. In E. Orofino & W. Allchorn (Eds.), Routledge handbook of non-violent extremism (pp. 302–321). Routledge.
Batson, C. D., & Ahmad, N. Y. (2009). Using empathy to improve intergroup attitudes and relations. Social Issues and Policy Review, 3(1), 141–177. https://doi.org/10.1111/j.1751-2409.2009.01013.x
Bergman, K. (2020). How younger students perceive and identify historical significance. History Education Research Journal, 17(2), 164–178. https://doi.org/10.14324/HERJ.17.2.06
Carretero, M. (2011). Constructing patriotism: Teaching history and memories in global worlds. IAP.
Chotirom, S., & Tosila, C. (2021). Guidelines for instructional management to promote historical contextualization. Silpakorn University e-Journal (Social Sciences, Humanities, and Arts), 41(4), 15–26. [In Thai]
Clark, A., & Grever, M. (2018). Historical consciousness: Conceptualizations and educational applications. In S. A. Metzger & L. M. Harris (Eds.), The Wiley international handbook of history teaching and learning (pp. 177–201). John Wiley & Sons.
Delgado, L. E., Romero, R. J., & Mignolo, W. (2000). Local histories and global designs: An interview with Walter Mignolo. Discourse, 22(3), 7–33. https://doi.org/10.1353/dis.2000.0002
Getz, T., Ayirah, F. K., Yeboah, T., Kertsman, S., Getz, B., Bakare, F., ... & Mintah, T. E. (2024). Can a constructivist, community-based intervention increase student motivation to study history? A case study from Ghana. History Education Research Journal, 21(1), 1. https://doi.org/10.14324/HERJ.21.1.01
Hammack, P. L., & Pilecki, A. (2012). Narrative as a root metaphor for political psychology. Political Psychology, 33(1), 75–103. https://doi.org/10.1111/j.1467-9221.2011.00859.x
Harvey, D. (2005). A brief history of neoliberalism. Oxford University Press.
Hill, I. (2012). Evolution of education for international mindedness. Journal of Research in International Education, 11(3), 245–261. https://doi.org/10.1177/1475240912461990
Kammen, C. (2003). On doing local history (2nd ed.). AltaMira Press.
Kammen, C., & Wilson, A. H. (2012). Encyclopedia of local history. AltaMira Press.
Kymlicka, W. (1989). Liberalism, community, and culture. Clarendon Press.
Levstik, L. S. (2008). Building a sense of history. In L. Levstik & K. K. Barton (Eds.), Researching history education: Theory, method, and context (pp. 30–60). Routledge.
Metarikanon, D. (2005). Local history. Faculty of Humanities and Social Sciences, Khon Kaen University. [In Thai]
McCully, A. (2012). History teaching, conflict and the legacy of the past. Education, Citizenship and Social Justice, 7(2), 145–159. https://doi.org/10.1177/1746197912440854
Molteno, M. J. (1971). The aims of history teaching. African Historical Review, 3(1), 18–26. https://doi.org/10.1080/00020187108707302
Popkewitz, T. (2000). Globalization/regionalization, knowledge and the educational practices: Some notes on comparative strategies for educational research. In T. Popkewitz (Ed.), Educational knowledge: Changing relationships between the state, civil society, and the educational community (pp. 3–27). State University of New York Press.
Phuttitharn, L. (2022). Teaching with cultural heritage and wisdom in non-formal and informal education. Office of the Non-Formal and Informal Education, Ministry of Education. [In Thai]
Rautiainen, M., Räikkönen, E., Veijola, A., & Mikkonen, S. (2019). History teaching in Finnish general upper secondary schools: Objectives and practices. History Education Research Journal, 16(2), 291–305. https://doi.org/10.18546/HERJ.16.2.10
Rizvi, F., & Engel, L. C. (2008). Neoliberal globalization, educational policy, and the struggle for social justice. In W. Ayers, D. Stovall, & T. Quinn (Eds.), Handbook of social justice in education (pp. 529–542). Taylor & Francis.
Rüsen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 63–85). University of Toronto Press.
Rüsen, J. (2005). History: Narration, interpretation, orientation. Berghahn Books.
Sakki, I., & Pirttilä-Backman, A. M. (2019). Aims in teaching history and their epistemic correlates: A study of history teachers in ten countries. Pedagogy, Culture & Society, 27(1), 65–85. https://doi.org/10.1080/14681366.2018.1484410
Sleeter, C. (2008). Critical family history, identity, and historical memory. Educational Studies, 43(2), 114–124. https://doi.org/10.1080/00131940801944587
Wongwan, P. (2019). A guide to teaching history for reducing ethnic bias: A new approach to secondary history education. Faculty of Education, Srinakharinwirot University. [In Thai]
Yemini, M., Bar-Nissan, H., & Yardeni, O. (2014). Between “us” and “them”: Teachers' perceptions of the national versus international composition of the Israeli history curriculum. Teaching and Teacher Education, 42, 11–22. https://doi.org/10.1016/j.tate.2014.04.004
