Fiction is a powerful tool to enhance learning. Embedding it into lessons supports the acquisition of curriculum content and outcomes, by presenting information in engaging and readily accessible ways, but also enhances it, by further expanding student understanding of key content at the same time as embedding valuable cross-curricular concepts.
Using literature as a pathway into learning allows students unique insight into the curriculum as they personally and emotionally connect with the content being delivered. Literature can also allow history to seem more relevant for students as they connect their own lives to the stories in the texts, which can not only further amplify engagement in the subject matter but can amplify the learning that takes place (Tirado, 2016).
Exposure to fictional texts about diverse historical perspectives, particularly during topics which address the experiences of the marginalised, allows students to relate to elements of the protagonists’ experiences and emotions. This is important as it ensures the acquisition of common ground between Australian students and the experiences of different groups (such as refugees) and allow teachers to expose students to a broad range of stories and experiences, as opposed to non-fiction texts which may position refugees as ‘the other’ (Tomsic & Deery, 2019).
However, the inclusion of fiction, whilst immensely valuable as a means of supporting learning, needs careful consideration when planning for its inclusion. Sometimes described as a ‘double edged sword’, the fictional representation of historical experiences can certainly connect and engage students with the study of history, but can also encourage students to focus on the individual stories, often at the expense of adopting a bigger-picture and more critical world view (Clark & Sears, 2017). For this reason, it is important that teachers select a broad range of fictional texts which offer a range of different perspectives as this allows students to put the stories within a broader historical framework.
When including literature in history classrooms, it is vital that teachers are selective about the subject material, content and style of writing, choosing texts which are appealing to students and showcase a broad range of ideas and perspectives (Tirado, 2016, p.81).
References
Clark, P. & Sears, A. (2017). Fiction, history and pedagogy: a double edged sword. Journal of Curriculum Studies, 49(5). 620 – 639. https://doi.org/10.1080/00220272.2016.1238108
Tirado, P.M. (2016). Post-secondary community college history survey curriculum: Using historical fiction and literature to encourage the learning of history. [Masters thesis, Mills College]. https://www.proquest.com/docview/1936066243?parentSessionId=pLbl9Y0HthajBXmwEYgZWyMn0%2BcczbfL8g3Fu7XgrKA%3D&pq-origsite=primo&accountid=10344
Tomsic, M. & Deery, C. (2019). Creating “them” and “us”: The educational reframing of picture books to teach about forced displacement and today’s “refugee crisis”. History of Education Review, 48(1), pp.46 – 60. https://doi.org/10.1108/HER-11-2018-0027