A catalyst for conversation: Dialogic approaches to teaching sensitive histories in secondary schools

Abstract

This article explores the application of dialogic pedagogy in teaching sensitive histories in secondary school settings. Drawing on personal experiences and current research, it highlights how dialogic approaches can enhance students’ understanding of historical events and their relevance to contemporary issues. The paper discusses three effective methods for facilitating dialogic pedagogy in history: silent conversations; structured debates; and Socratic seminars. These approaches can foster critical thinking, empathy and active citizenship by creating an inclusive and respectful classroom environment. The article concludes by considering some of the potential challenges in navigating the complexities of sensitive histories through dialogic approaches.