Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/720
Title: Collaborative, Multi-perspective Historical Writing: The Explanatory Power of a Dialogical Framework
Authors: Kolikant, Yifat Ben-David
Pollack, Sarah
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Kolikant, Y. B. & Pollack, S. (2018). Collaborative, Multi-perspective Historical Writing: The Explanatory Power of a Dialogical Framework . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: When introducing students to the multi-perspective and interpretative nature of history within collaborative contexts, what are the relationships of individuals from conflicting groups with historical accounts that they produced as a group? How does the joint writing influence their historical understanding? We analyzed the joint accounts produced by post-primary Israeli students, Jews and Arabs, who collaboratively e-investigated events related to the Israeli-Palestinian conflict. Employing a thematic analysis and a Bakhtinian-inspired discourse analysis, we found that the joint texts were constructed of themes from both in-groups’ perspectives. Students constructed a dialogic relationship between these themes, which enabled them to legitimize the other’s voice, yet keep the voices unmerged. These texts reflect a new historical meaning and a better understanding of the nature of history.
URI: https://doi.dx.org/10.22318/cscl2018.1535
https://repository.isls.org//handle/1/720
Appears in Collections:ICLS 2018

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