ABSTRACT

‘Intercultural understanding’ (ICU) and its core concept ‘interculturality’, was introduced in the new national curriculum, implemented across Australia from 2013 (Australian Curriculum, ACARA. [2013]. Australian curriculum V.60. Retrieved from http://www.australiancurriculum.edu.au/copyright). This paper draws on a study conducted in Victoria, Australia, which asked: how history teachers conceptualise interculturality for history teaching and learning? The study used two methods to gather data: textual analysis and focus group interviews. This paper only reports on specific findings from the focus group interviews, analysed through a methodology of crystallisation and discourse analysis, framed by four modes of historical thinking; traditional, exemplary, critical and transformative. The paper argues that interculturality is a significant challenge to history education often located in discourses constructed over time which disrupt how things have always been taught. By analysing the teachers’ talk through a lens whereby the construction of language reveals the educational problematic, the research looks for a way in for interculturality into history teaching and learning.

摘要

“跨文化理解”（ICU）及其核心概念“跨文化”，被引入新的国家课程中，从 2013 年开始在澳大利亚实施（澳大利亚课程，ACARA。[2013]。澳大利亚课程 V.60。检索自 http:// www.australiancurriculum.edu.au/copyright）。本文借鉴了在澳大利亚维多利亚进行的一项研究，该研究询问：历史教师如何将跨文化概念化为历史教学和学习？该研究使用两种方法来收集数据：文本分析和焦点小组访谈。本文仅报告焦点小组访谈的具体发现，通过四种历史思维模式的结晶和话语分析方法进行分析；传统的、模范的、批判的和变革的. 该论文认为，跨文化性是对历史教育的重大挑战，通常位于随着时间推移而构建的话语中，这些话语破坏了一直以来的教学方式。本研究通过从语言建构揭示教育问题的视角分析教师的谈话，寻找跨文化进入历史教与学的途径。