A didactic analysis of pedagogical practices in undergraduate history. Learning to read historically in ancient history
The article questions the relationship between research practice in history and undergraduate teaching, to identify the logic of certain pedagogical choices. The case study of a course in Ancient Greek history on ostracism is conducted using a qualitative approach within the didactic framework of problem-based learning. It relates the students' written and oral statements to their readings and to the professor's discourse, according to certain epistemological and historiographical issues in historical research on the political institution of ostracism. The analysis highlights a misunderstanding between the teacher and the students that stems from the invisibility of the divergent historiographical configurations (in the sense of Prost, 2006) that underlie their respective approaches.