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The article draws on research on children’s ideas about history in the United States and Northern Ireland, comparing approaches where national unity dominates U.S. curricula and where Northern Irish schools often avoid identity issues. It argues for integrating pluralism and democratic history, and analyzes student responses and the effects of differing curriculum emphases.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/history-and-identity-in-pluralist-democracies-reflections-on-research-in-the-us-and-northern-ireland/597733/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/history-and-identity-in-pluralist-democracies-reflections-on-research-in-the-us-and-northern-ireland/597733.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the paper focus on about history education?","Question",{"text":112,"@type":113},"It examines how history education contributes to developing a shared sense of identity in modern democracies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the U.S. and Northern Ireland history curricula differ regarding identity?",{"text":117,"@type":113},"The U.S. emphasizes a unified national identity and offers limited space to examine diversity, while Northern Ireland tends to avoid identity issues in schooling.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach does the paper suggest for incorporating identity into history curricula?",{"text":121,"@type":113},"It recommends attention to past events that have promoted pluralism and democracy, enabling students to move beyond narrow community bonds.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597733,1792171340,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CANADIAN SOCIAL STUDIES  \nVOLUME 39 NUMBER 2, WINTER 2005  \n[www.quasar.ualberta.ca/css](www.quasar.ualberta.ca/css)  \nSpecial Issue: New Approaches to Teaching History  \nHistory and Identity in Pluralist Democracies: Reflections on Research in the U.S. and Northern Ireland  \nKeith C. Barton  \nUniversity of Cincinnati  \nReturn to Articles  \nAbstract  \nThis paper addresses the role of history education in developing a shared sense of identity in modern democracies. It does so by presenting findings from research into children's ideas about history in the United States and Northern Ireland, two settings that share important political and social characteristics  \nwith Canada and other pluralist countries. In the United States, the history  \ncurriculum revolves around developing a unified national identity, and it provides few opportunities for students to examine diversity within or outside the country. In Northern Ireland, schools avoid issues of identity and thus dolittle to help students move beyond the bonds of their own political/religious communities. A more productive way of incorporating identity into the history curriculum would involve attention to those events in a nation's past that have promoted pluralism and democracy.  \nAs social studies educators, we might benefit from more frequently considering how our subjects are taught in other countries. There's nothing quite so effective at challenging our assumptions as coming face to face with another way of doing things. Such encounters can help broaden our ideas about what is possible – and desirable – in our own settings. My research in Northern Ireland over the past seven years has helped me better understand the nature of history and social studies in the United States, and it has alerted me both to the strengths ofthe U. S. approach and to areas that need rethinking. Canadian educators draw from both British and U. S. traditions, and they work in contexts in which issues of diversity and national identity are critical –just as they are in Northern Ireland and the United States. Comparison of the differing approaches to these issues in the two locations, and of the effects of each, might be a profitable way for Canadians to reflect on their own goals and procedures.  \nI have interviewed hundreds of elementary and middle level students in the United States and Northern Ireland with regard to their ideas about history. At first, similarities in responses from the two locations seem clearest: In both, even the youngest students are interested in the past and think of themselves as historically knowledgeable and aware. They have learned  \nabout history not only at school but also from relatives, print and electronic media, museums, and public historic sites (Barton 2001) . Older students can clearly articulate the importance of specific events and patterns and can explain the significance of broad historical themes (Barton 2005, Barton and Levstik 1998) . However, there are crucial differences in the kinds of history students have encountered in these two countries, and the impact of these differences on students' ideas about the past are striking.  \nIn the United States, the creation of a sense of national identity is at the core of the social studies curriculum from the earliest years of schooling through senior high. This takes place not through overt nationalism or patriotic indoctrination, but through repeated and systematic attention to national origins and development. Children's earliest exposure to history at school is likely to consist of semi mythical stories of Christopher Columbus, the First Thanksgiving, George Washington, Abraham Lincoln, and Martin Luther King, Jr.– events and characters that established the origin or current status of their nation. In later years, students usually study a narrative of national history on at least three occasions – in upper elementary, middle school, and high school – and in many states they also take a course in civic ed","cbCailY9hOVNHq9G","https://ap.wps.com/l/cbCailY9hOVNHq9G","pdf",236241,"English","# Abstract\n## Role of history education in shared identity\n## Curriculum approaches in the United States and Northern Ireland\n## Productive ways to incorporate identity\n## Children’s ideas about history: similarities and differences","[{\"question\":\"What question does the paper focus on about history education?\",\"answer\":\"It examines how history education contributes to developing a shared sense of identity in modern democracies.\"},{\"question\":\"How do the U.S. and Northern Ireland history curricula differ regarding identity?\",\"answer\":\"The U.S. emphasizes a unified national identity and offers limited space to examine diversity, while Northern Ireland tends to avoid identity issues in schooling.\"},{\"question\":\"What approach does the paper suggest for incorporating identity into history curricula?\",\"answer\":\"It recommends attention to past events that have promoted pluralism and democracy, enabling students to move beyond narrow community bonds.\"}]","History and Identity in Pluralist Democracies - Reflections on Research in the U.S. and Northern Ireland | PDF",1792085598,15]