Teaching through objects and collections: The case of Strängnäs Secondary Grammar School and school museum 1830-1960

Eva Insulander, David Thorsén
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Abstract

This paper aims to introduce educational history to multimodal studies by combining a source-oriented approach with multimodal social semiotics. We trace the role of objects and collections in teaching and learning, and focus on Strängnäs Secondary Grammar School in Sweden 1830-1960 as a case example. Closely examining original documents, remaining physical objects, and examples of their situated use as represented in photographs and drawings, the paper provides a nuanced perspective on how object-based pedagogy was applied. It traces how objects and artefacts were incorporated into the school’s collections, by the actions of different actors, in processes of recontextualisation and framing. The activity types that we use as examples, include: drawing lessons in art, weapons practice in physical education, plant collecting in botany, and map exercises in history. These examples show how objects and their meaning potential were used in teaching and learning, and how they realized certain discourses of schooling. Based on our examples, we can see how educational discourses such as progressivism came to have different impact in different subjects. While an authoritarian and national discourse prevailed in art and physical education, a scientific and progressive discourse seem to have been established in botany and history. By combining multimodality with historical research, we can understand meaning-making within a larger context of sociocultural practices and sociopolitical forces.
通过物品和收藏品进行教学:Strängnäs中学和学校博物馆1830-1960的案例
本文旨在结合资料导向与多模态社会符号学,将教育史引入多模态研究。我们追溯了物品和收藏品在教学和学习中的作用,并以1830-1960年瑞典Strängnäs中学文法学校为例。仔细检查原始文件,剩余的物理对象,以及它们在照片和图纸中所代表的位置使用的例子,本文提供了一个关于如何应用基于对象的教学法的细致入微的视角。它追溯了在重新语境化和框架化的过程中,不同参与者的行为如何将物体和人工制品纳入学校的收藏品中。我们举的例子包括:美术课上的绘画课,体育课上的武器练习,植物学课上的植物收集,历史课上的地图练习。这些例子展示了对象及其意义潜力如何在教学和学习中被使用,以及它们如何实现学校教育的某些话语。根据我们的例子,我们可以看到像进步主义这样的教育话语是如何在不同的学科中产生不同的影响的。在艺术和体育教育中,威权主义和民族主义的话语占了上风,而在植物学和历史中,科学和进步的话语似乎已经建立起来。通过将多模态与历史研究相结合,我们可以在更大的社会文化实践和社会政治力量背景下理解意义制造。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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