Listening like a historian? A framework of ‘oral historical thinking’ for engaging with audiovisual sources in secondary school education

IF 0.5 Q1 HISTORY

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-11-08 DOI:10.52289/hej8.108

B. Martin, Tim Huijgen, B. Henkes

引用次数: 3

Abstract

History education in many parts of the world is increasingly integrating the practices and sources of oral history. This rapprochement between the field of history education and the field of oral history presents an opportunity to allow students to engage with and develop the particular ways of thinking used by oral history practitioners and theorists. This study investigates how ‘oral historical thinking’ might be captured in a framework designed for educators, much like the various existing models of historical thinking, to support secondary students to analyse and interpret audiovisual interview sources in a way that emulates experts in the field. The study presents a prototypical ‘oral historical thinking framework’ and explores its possible applications to classroom teaching.

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像历史学家一样倾听？中学教育中使用视听资料的“口述历史思维”框架

世界上许多地方的历史教育正日益融合口述历史的实践和来源。历史教育领域和口述历史领域之间的这种和解提供了一个机会，让学生能够参与并发展口述历史从业者和理论家使用的特定思维方式。这项研究调查了如何在为教育工作者设计的框架中捕捉“口头历史思维”，就像现有的各种历史思维模型一样，以支持中学生以模仿该领域专家的方式分析和解释视听采访来源。本研究提出了一个典型的“口述历史思维框架”，并探讨了它在课堂教学中的可能应用。

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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来源期刊

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education HISTORY-

CiteScore

0.80

自引率

33.30%

发文量

审稿时长

10 weeks

期刊介绍： Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.