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Using high-school Israeli students’ collaborative investigations of Israeli-Palestinian conflict events, the research applies thematic and Bakhtinian-inspired discourse analysis to examine group narrative construction and dialogic legitimation across in-group perspectives.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problem does the study address in history education?","Question",{"text":63,"@type":64},"The study addresses how multi-perspective and interpretative history learning functions in collaborative settings, especially when participants represent conflicting groups and must write historical accounts together.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the researchers investigate students’ joint writing?",{"text":68,"@type":64},"They analyzed joint accounts produced by high-school Israeli students (Jews and Arab/Palestinians) who investigated Israeli-Palestinian conflict-related historical events using primary and secondary sources, then applied thematic analysis and a Bakhtinian-inspired discourse analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the analysis reveal about the joint texts?",{"text":72,"@type":64},"The joint texts drew on themes from both in-groups, creating a dialogic relationship that legitimized the other voice while keeping voices unmerged, and producing a new multi-perspective meaning of the historical event.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601006,1792161816,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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  \nYifat Ben-David Kolikant  \nHebrew University, Jerusalem, Israel  \nSarah Pollack  \nWeizmann Institute of Science, Israel  \nAbstract  \nThere is an increased interest within the history education community in introducing students to the multi-perspective and interpretative nature of history. When these educational goals are pursued within collaborative contexts, what are the relationships of individuals from conflicting groups with historical accounts that they produced as a group? How does the joint writing influence their historical understanding? We analyzed the joint accounts produced by high-school Israeli students, Jews and Arab/Palestinians, who collaboratively investigated historical events related to the IsraeliPalestinian conflict. Employing a thematic analysis and a Bakhtinian-inspired discourse analysis, we found that the joint texts were constructed of themes from both in-groups’ perspectives. The students constructed a dialogic relationship between these themes, which enabled them to legitimize the other’s voice, yet keep the voices unmerged. Additionally, although they never abandoned their in-group narratives, the joint account reflected a new, multi-perspective historical meaning of the historical event.  \nYifat Ben-David Kolikant is an associate professor in the Seymour Fox School of Education at the Hebrew University of Jerusalem. Dr. Ben-David Kolikant’s research focuses on examining the tripartite relationship of students, school learning, and technology in the information era. Mainly, her research revolves around two inter-related questions: (1) How does students’ knowledge of subjects outside of school impact on their school learning? And,(2) what pedagogies are suited to the information age and the needs of students and what role does technology play? Dr. Ben-David Kolikant [holds a Ph.D. degree](holds a Ph.D. degree) in science teaching from the Weizmann Institute of Science, received in 2002.  \nSarah Pollack received her PhD from the Hebrew University of Jerusalem, Israel. Her research interests focus on understanding learning processes in an ethno-politically based environment in order to devise an instructional model suitable in an age of pluralism, multiculturalism, and digitalism.  \n􀀡􀀡􀀢  \nIntroduction  \nWithin the history education community, interest in introducing students to the multi-perspective and interpretative nature of history is growing. It is thought that exposing students to multiple perspectives while engaging them in historians' thinking habits will encourage and facilitate them to develop critical thinking and communication skills. Consequently, this would enable them to better function in a multicultural and globalized society (McCully, 2012; Stradling, 2003; also see [http://www.euroclio.eu](http://www.euroclio.eu)) .  \nDialogic Pedagogy: An International Online Journal | [https://dpj.pitt.edu](https://dpj.pitt.edu)  \nDOI: 10.5195/dpj.2019.245 | Vol. 7 (2019) A89  \nCollaborative, Multi-perspective Historical Writing  \nYifat Ben-David Kolikant, Sarah Pollack  \nOne way to practice multi-perspectiveness in a history classroom is through collaborative contexts. Often, these contexts can be characterized as hetero-agent and hetero-narrative (HAHN) . Hetero-narrative, in the context of history education, refers to students encountering different, even contradicting narrativesand interpretations of a historical event. Hetero-agent refers to cases in which students from different cultural, national or ethnic backgrounds, i.e. , holding different narratives, collaborate. In these HAHN contexts, when students produce a joint account, as part of their collaborative assignment, an intriguing question is what are the relationships between group products and individuals’ historical understanding of the event?  \nIn order to address this question, we analyzed the joint t","cbCaioX59kRFCDH2","https://ap.wps.com/l/cbCaioX59kRFCDH2","pdf",699343,12,"English","# Abstract\n# Introduction\n# Collaborative, Multi-perspective Historical Writing\n# Literature review\n## The mastery/appropriation theoretical framework","[{\"question\":\"What problem does the study address in history education?\",\"answer\":\"The study addresses how multi-perspective and interpretative history learning functions in collaborative settings, especially when participants represent conflicting groups and must write historical accounts together.\"},{\"question\":\"How did the researchers investigate students’ joint writing?\",\"answer\":\"They analyzed joint accounts produced by high-school Israeli students (Jews and Arab/Palestinians) who investigated Israeli-Palestinian conflict-related historical events using primary and secondary sources, then applied thematic analysis and a Bakhtinian-inspired discourse analysis.\"},{\"question\":\"What did the analysis reveal about the joint texts?\",\"answer\":\"The joint texts drew on themes from both in-groups, creating a dialogic relationship that legitimized the other voice while keeping voices unmerged, and producing a new multi-perspective meaning of the historical event.\"}]","Collaborative, Multi-perspective Historical Writing - The Explanatory Power of a Dialogical Framework | PDF",1792091792]