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Positioning: Making Use of Post-qualitative Research Practices

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Teaching History for the Contemporary World

Abstract

Generally speaking, when studying history, students read for information from a position of perceived ignorance. As teachers, we try to instil in them the need to interrogate secondary sources for argument and primary sources for context. We rarely talk with them about the equally important need to understand their own position as historians and what they, as unique individuals, bring to the history construction process. By introducing students to post-qualitative research practices, it is possible to help them recognise the expansive and dynamic nature of the history discipline, the important shaping role of the historian and the way in which the past and the present are intimately linked in embodied historical experiences.

If students are to become aware of their own historicity in order to understand the human condition, they should, among other things, be able to position themselves as historical beings in the context of narratives that extend beyond the story of their own lives.

Van Straaten, Wilshut and Oostdam, ‘Making history relevant to students by connecting past, present and future’, (2016).

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Acknowledgement

We thank Jennifer Charteris for her comments on this chapter.

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Authors and Affiliations

  1. University of New England, Armidale, NSW, Australia

    Adele Nye

  2. University of Adelaide, Adelaide, SA, Australia

    Jennifer Clark

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  1. Adele Nye
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  2. Jennifer Clark
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Correspondence to Adele Nye .

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  1. University of New England, Armidale, NSW, Australia

    Adele Nye

  2. The University of Adelaide, Adelaide, SA, Australia

    Jennifer Clark

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Nye, A., Clark, J. (2021). Positioning: Making Use of Post-qualitative Research Practices. In: Nye, A., Clark, J. (eds) Teaching History for the Contemporary World. Springer, Singapore. https://doi.org/10.1007/978-981-16-0247-4_9

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  • DOI: https://doi.org/10.1007/978-981-16-0247-4_9

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