SCHOOL STAKEHOLDER OPINION ABOUT THE RETURN OF HISTORY TEACHING AND LEARNING IN SECONDARY SCHOOL

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SCHOOL STAKEHOLDER OPINION ABOUT THE RETURN OF HISTORY TEACHING AND LEARNING IN SECONDARY SCHOOL

Background

History, as a subject, serves as a window to the past, enabling individuals to comprehend the evolution of societies, cultures, and civilizations. It plays a crucial role in shaping individuals’ critical thinking, cultural awareness, and sense of civic responsibility. However, in recent years, the teaching and learning of history in secondary schools have faced varying degrees of neglect and reevaluation, leading to concerns about the diminishing emphasis on historical education. As educational systems grapple with curriculum reforms, changing societal dynamics, and the integration of new subjects, the question of whether history should maintain its significance within secondary school curricula has become a matter of debate.

The resurgence of interest in history teaching and learning comes at a time when societies worldwide are navigating complex challenges, including increasing cultural diversity, the proliferation of digital information, and the need for informed citizenship. Recognizing history education’s potential to foster informed, empathetic, and critically thinking citizens, educators, policymakers, parents, students, and historians are engaging in discussions about the role of history in secondary education. This study aims to provide a comprehensive exploration of the diverse opinions held by these stakeholders regarding the return of history teaching and learning in secondary schools.

Research Objectives

The primary objective of this research is to gain a thorough understanding of the perspectives of various stakeholders concerning the revival of history education in secondary schools. Specifically, this study seeks to:

  1. Examine the motivations behind stakeholders’ support for or opposition to the reintroduction of history teaching in secondary schools.
  2. Identify the perceived benefits and challenges associated with history education within the context of modern secondary education.
  3. Analyze stakeholders’ views on the relevance of historical knowledge and skills in addressing contemporary societal and global issues.
  4. Investigate the potential implications of historical education on students’ critical thinking, cultural awareness, and civic engagement.
  5. Explore the suggestions, recommendations, and concerns put forth by stakeholders for effectively integrating history into secondary school curricula.

Significance of the Study

The resurgence of history education is not merely a matter of curriculum revision; it reflects broader societal discussions about the kind of citizens we wish to nurture and the skills and knowledge required for active participation in the modern world. By delving into the perspectives of educators, students, parents, policymakers, and historians, this study aims to contribute to the ongoing discourse surrounding history education’s revival in secondary schools. The insights garnered from this research can inform educational policies, curriculum development, and instructional strategies that enhance students’ historical literacy, critical thinking, and engagement with the past.

Furthermore, this study is significant for the broader field of education as it sheds light on the complexities of balancing traditional disciplines with evolving educational needs. It offers a nuanced exploration of the tensions and synergies that arise when stakeholders from diverse backgrounds engage in discussions about the role of history within the modern secondary school curriculum.

Scope and Limitations

While this research endeavors to provide a comprehensive examination of stakeholder perspectives on the return of history teaching and learning in secondary schools, it acknowledges certain limitations. The study will focus on a specific geographic region, thereby potentially limiting the generalizability of findings to other cultural and educational contexts. Additionally, the views expressed by stakeholders may be influenced by personal biases, limited information, or changing circumstances. Despite these limitations, the study aims to capture a representative sample of opinions and provide a robust foundation for understanding the complexities of history education’s resurgence in secondary schools.

Research Methodology

To achieve the objectives outlined in this chapter, a mixed-methods research approach will be employed. Surveys will be administered to a diverse range of stakeholders, including educators, students, parents, policymakers, and historians, to gather quantitative data on their opinions, attitudes, and perceptions regarding history education. Subsequently, in-depth interviews will be conducted with selected participants to gain deeper insights into their perspectives, experiences, and rationales.

Thematic analysis will be utilized to identify recurring themes and patterns within the collected data, while comparative analysis will allow for the exploration of similarities and differences in viewpoints across stakeholder groups. By combining quantitative and qualitative data, this study aims to provide a comprehensive and nuanced understanding of stakeholder opinions on the revival of history teaching and learning in secondary schools.