ABSTRACT

In this article, we examined how high school teachers talked about people in history lessons and how they engaged in or shunned multiperspectivity aspects as they talked about people who lived in the past. Based on an analysis of 40 hours of observations of 5 different classes in 3 Jewish high schools in Israel according to the constructive-interpretive method, we found that in most of the lessons observed, few references were made to specific individuals. At the same time, many teachers talked about people in history by referring to generic people, to general categories of people, or by using personification. Using examples, we discuss the educational significance of the different ways history teachers talk about people in history through the prism of multiperspectivity as an aim in history education. We conclude that discussing the connections between the practice of talking about people in history lessons and multiperspectivity may contribute to teachers’ awareness of another way they can promote multiperspectivity in class.

摘要

在本文中，我们研究了高中教师在历史课程中如何谈论人们，以及他们在谈论过去的人们时是如何参与或回避多视角方面的。根据构造解释法对以色列3所犹太高中的5个不同班级进行40小时观察的分析，我们发现，在观察到的大多数课程中，很少提及特定的个人。同时，许多教师通过提及普通人，普通人类别或使用拟人化来谈论历史上的人。通过示例，我们以多视角的角度探讨了历史教师谈论历史人物的不同方式的教育意义，以此作为历史教育的目的。