Conceptualizing emotional reactions to teaching contested histories
Conceptualizing emotional reactions to teaching contested histories

Summary/Abstract: This study investigates the emotional reactions and experiences of European teachers, student teachers and teacher educators when teaching topics in contested histories. Contested histories, referred using a range of vocabulary, often evoke abrupt emotional responses, posing challenges in educational settings. Based on a 2023 questionnaire survey with 326 respondents, the article reveals that, while most educators feel comfortable teaching these topics, they occasionally face discomfort and uncertainty. Student reactions range from curiosity and engagement to inappropriate jokes and silence, indicating diverse emotional coping strategies. The article highlights the need for structured approaches in schools and teacher education to handle emotional reactions effectively. Observations from a Serbian case study underscore the importance of careful planning and metacognitive strategies in managing sensitive historical topics. The findings suggest that a more consistent conceptualization and pedagogical framework for contested histories could enhance educators’ preparedness and students’ learning experiences.

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