The sidewalk is a history book: Reflections on linking historical consciousness to uses of history

IF 0.5 Q1 HISTORY

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-05-04 DOI:10.52289/HEJ8.101

Kenneth Nordgren

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引用次数: 4

Abstract

The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.

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人行道是一本历史书：关于将历史意识与历史使用联系起来的思考

在日益壮大的国际历史教育研究界，关于什么构成历史意识的讨论正在加剧。一开始是探索校外生活如何影响我们的历史思维，现在已经成为构建正规教育的一个关键概念。这种转变在很大程度上是积极的；然而，也有理由保持谨慎。如果实际适应意味着概述、分类和衡量已实现的意识水平，那么它也有可能失去考虑对我们的感知和取向产生更广泛影响的最初原因。我在这篇文章中的思考涉及这个悖论，以及它如何影响一个互补的概念，即历史的使用。我使用公共生活中日常历史表现的例子，即歌词、BLM和瑞典应对新冠肺炎19的方法，证明了为什么历史教育需要对历史意识有广泛的理解，并准备好与公众利用历史合作。

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.