Füsun Üstel (professeure émérite, Université de Galatasaray, Turquie) est intervenue sur le thème Pensée critique et enseignement de l’histoire en Turquie: le cas de la Fondation d’histoire, le 10 février 2022.
Pour aller plus loin au sujet du contexte de l’enseignement de l’histoire en Turquie, voir :
Ali Arayici, “L’enseignement en milieu rural dans la Turquie de l’entre-deux-guerres”, Revue Tiers Monde, 1983, n°95, p. 625-642.
Bülent Bilmez, Kenan Çayır, Özlem Çaykent, Philip Gamaghelyan, Maria Karapetyan, Pınar Sayan, History Education in Schools in Turkey and Armenia. A Critique and Alternatives, Istanbul & Yerevan, History Foundation (Tarih Vakfı) & Imagine Center for Conflict Transformation, 2019.
Nicolas Monceau, “La politique de l’éducation nationale en Turquie. Bilan de l’action du gouvernement AKP (2002-2004)”, Outre-Terre, 2005/1, n°10, p. 129-142.
“History Foundation provides a new perspective on history”, interview pour Turkey Mozaik Foundation
Arthur Chapman (UCL, Londres) est intervenu sur le thème History teacher education in England – trends and developments 2000-2021, le 18 novembre 2021.
Le résumé de son intervention :
Drawing on desk research using published policy, pedagogic and related materials and official statistics, this paper explores trends in initial teacher history education in England in the years 1990-2020. The paper focuses on university initial teacher education, in particular, and explores developments from the establishment of mass university-based teacher education in the late 1960s through to the 2020s. The paper argues that after an initial growth in university-based training in the 1960s, from the 1970s onwards policy maker dissatisfaction with university-based approaches has driven an increasing trend towards locating teacher education largely or entirely in schools, particularly in the years since 2010. This has been accompanied, particularly in recent years, by increasing government prescription of the contents of teacher training curricula. Although university-led teacher education is under threat, the position of history teacher education is healthy, with a trend to growth in the last decade. School history’s theoretical framework remains stable and has arguably been strengthened in recent years, despite hostility to it by some politicians and policy makers who understand history more as a form of civics than as an intellectual discipline of enquiry. University-based teacher education remains important in England, however, it faces very real threats and an uncertain future, not least in the form to university intellectual autonomy.
Pour consulter les publications de Arthur Chapman, voir : https://iris.ucl.ac.uk/iris/browse/profile?upi=AJCHA69