ABSTRACT
This chapter explores the pedagogical potential of intercultural historical dialogue for advancing history learning on digital platforms. We report on a design-based research project that gives students from five different countries (N = 237) the opportunity to explore, share, and discuss stories about family, community, and public history with each other through an online history curriculum called Remembering the Past? An analysis of their asynchronous interactions suggests that intercultural dialogue allowed them to (1) find historical meaning, (2) explore variation and nuance in historical representation, and (3) problematize history and memory-related issues. These findings shed light on the ways in which this experience of intercultural dialogue facilitated the students’ engagement with the past and to some extent helped them develop a more nuanced understanding of history and different perspectives on the past. At the same time, this format also led to unpredictable and hard-to-measure learning outcomes and did not necessarily lead to critical engagement with the past or the circulation of accurate historical knowledge.
