ABSTRACT
This chapter illustrates the pedagogical approaches taken by the teaching team represented by the participant lecturer, Cecelia and the highly experienced head tutor, Jennifer. The pedagogical approaches in the course engaged the students with the disciplinary tools and practices to mediate their understanding of the past. Ethnographic methodology, with its multiple sources of data and its capacity to observe in depth the progress of teaching strategies and the interlinking of class activities and tasks, allows to see the role of imagination in producing history. Philosopher Paul Ricoeur's emphasis on the semantic innovation involved in combining elements, and constructivist theorists focusing on tool mediated thinking, can illuminate how the creation of knowledge arises and are linked to imaginative processes. Becoming aware of emotional responses to the past, and beginning a process of re-framing historical webs of meaning, was integral to the use of imagination to hold different points of view simultaneously in consciousness and question assumptions.
