Traditionally, history teaching has been conceptualised as an enhancer of national memory and identity. More recently, various global history teaching approaches have been proposed as alternatives to those centred on national or regional history and may become increasingly topical in the globalising world. This article will focus on the individual positions of Estonian and Latvian history teachers when facing the challenge to rationalise their own work. The article will combine the educators’ perspectives (e.g. Popp 2002; Rüsen 2004; Lee 2004) with the phenomenological approach (Schütz and Luckmann 2003), which emphasises that the individually constructed realities, despite their focus on the national or global, have certain structural ways of construction. The paper will use data from individual in-depth interviews with Estonian history teachers.
|Keywords:||Spatial Foci, History Teaching, Aims and Purposes of History Education, Teachers’ Pedagogical Ideals, Structures of Lifeworld|
Researcher, Institute of Journalism and Communication, University of Tartu, Tartu, Estonia
Senior Researcher, Institute of Journalism and Communication, University of Tartu, Tartu, Estonia