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This article elucidates the process of students’ recognition and negotiation in historical learning. Critical ethnography was used in this research as an approach to understand the diversity of perspectives and epistemological dimension of students’ knowledge. The subjects of research were the postgraduate students of History Education Department at the University of Negeri Yogyakarta with the narration of Tunggul Wulung as their learning material. The research result shows the process of recognition in which the students tried to understand the diverse perspective through interaction in the classroom. The students also tried to negotiate the new historical knowledge with psychological process. The recognition and negotiation can be defined as the two psychological models that provide a deep understanding of how the students accepted or rejected information during the learning process. The research highlights that those psychological models should be the focus of the historical learning research in the future.
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