Understanding and Exploring Historical Context

The following extract is drawn from PETAA Book A Literature Companion for Teachers, 2nd Edition, by Dr. Lorraine McDonald, published in 2018.

Historical context specifically recognises the way the time period, prior events and the attitudes of a given time are embedded in texts. It encompasses the places, culture and objects inherited from the past, and how these validate and reflect us as individuals, as family members and as citizens. Whilst historical context can be used positively to promote diversity and challenge stereotypes, it can also be a negative force that reshapes attitudes and values (Logan & Smith, 2010).

Reading for an historical context examines whose histories are included or omitted and the text's inherent values and beliefs. The historical context considers how characters are influenced by history, whose views are favoured, or who benefits from these portrayals. It suggests alternative interpretations and acknowledges the reader's experience. Recognising historical context guides students to an awareness of how the belief systems and texts of their own histories contribute to their identity formation.

An historical context can refer to one that was contemporary when the text was published but has since become historical; it can mean a story passed down through generations or one based on research of a past era (such as Jackie French's many historical novels) or it can be a time fantasy where contemporary characters travel  back to an historical time period (Temple, Martinez & Yokota, 2006). For example, Crow country (Constable, 2011) is a time fantasy, where the character 'time slips' into the past to become one of her ancestors.

Historical Context: A Teaching and Learning Experience

  • Select a picture book, or novel, that is set in the past and, with students, examine the words and illustrations for evidence of the historical time.
  • Discuss what is valued in the story as presented through the plot, characterisation and illustrations.
  • Consider which group is promoted favourably or 'benefits' from this view of the world. As a class, have students decide who might 'resist' this view and think of other interpretations that could be possible.
  • Then select a contemporary picture book, or novel, set in the current time and have students, in pairs, apply the modelled task to explore the text for evidence of historical context and what values and attitudes are presented.
  • Use a close reading of the opening scene or pages to identify where the past can intrude on the present.
  • Using either of these example texts as models, have students, in pairs, discuss how their history intrudes on and influences their present lives.
  • Ask students to design a print, digital relationship graph or mind map using an app to visually display their information.

Where to next?

For lower primary: explore the teaching unit on CBCA 2021 Eve Pownall Award winner, Dry to Dry: Seasons of Kakadu.

For upper primary: check out PETAA's teaching unit on historical fiction novel, Dragonfly Song, by Wendy Orr, shortlisted for the 2017 CBCA Younger Readers award.