Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education最新文献_第4页

Triumph of the Will: A memorial in film 意志的胜利:电影中的纪念

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-12-22 DOI: 10.52289/hej8.304

Daniel Maddock

引用次数: 0

If these stones could speak: War memorials and contested memory 如果这些石头能说话:战争纪念碑和有争议的记忆

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-12-22 DOI: 10.52289/hej8.301

Martin Kerby, M. Baguley, Alison Bedford, R. Gehrmann

{"title":"If these stones could speak: War memorials and contested memory","authors":"Martin Kerby, M. Baguley, Alison Bedford, R. Gehrmann","doi":"10.52289/hej8.301","DOIUrl":"https://doi.org/10.52289/hej8.301","url":null,"abstract":"This article explores how war memorials engage with the contested nature of public sculpture and commemoration across historical, political, aesthetic and social contexts. It opens with an analysis of the Australian commemorative landscape and the proliferation of Great War Memorials constructed after 1918 and their ‘war imagining’ that positioned it as a national coming of age. The impact of foundational memorial design is explored through a number of memorials and monuments which have used traditional symbolism synonymous with the conservative ideological and aesthetic framework adopted during the inter-war years. The authors then analyse international developments over the same period, including Great War memorials in Europe, to determine the extent of their impact on Australian memorial and monument design. This analysis is juxtaposed with contemporary memorial design which gradually echoed increasing disillusionment with war and the adoption of abstract designs which moved away from a didactic presentation of information to memorials and monuments which encouraged the viewer’s interpretation. The increase of anti- or counter-war memorials is then examined in the context of voices which were often excluded in mainstream historical documentation and engage with the concept of absence. The selection of memorials also provides an important contribution in relation to the ideological and aesthetic contribution of war memorials and monuments and the extent of their relevance in contemporary society.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47632310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

‘Splendid patriotism and heroic self-sacrifice’: First World War memorials in Welsh metalworks “辉煌的爱国主义和英勇的自我牺牲”：威尔士金属制品的第一次世界大战纪念馆

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-12-22 DOI: 10.52289/hej8.306

Gethin Matthews

{"title":"‘Splendid patriotism and heroic self-sacrifice’: First World War memorials in Welsh metalworks","authors":"Gethin Matthews","doi":"10.52289/hej8.306","DOIUrl":"https://doi.org/10.52289/hej8.306","url":null,"abstract":"Much of the academic attention on issues of Great War mourning and commemoration has focussed on the civic memorials, particularly given that they are designed to be public, visible reminders of the local community’s contribution to the war effort. The focus of this article is on a different subset of memorials, in that they refer specifically to workers from particular companies who served in the war. As such they were not always public memorials, being located in many cases within the works and thus only on display to fellow workers. Yet neither were they entirely ‘private’ memorials, such as the ones established in so many family homes to those they had lost. This article considers twenty five metalworks memorials in the south Wales counties of Monmouthshire, Glamorgan and Carmarthenshire. Taken as a whole, these memorials convey a number of messages about south Wales society in the immediate aftermath of the war. In most examples these were commissioned within three years of the Armistice, and the terms they deploy show that the ‘language of 1914’ was still in vogue. Patriotism was ‘splendid’; self-sacrifice was ‘heroic’; the memory of the fallen was ‘glorious.’ Death was preferable to dishonour. In naming these men, the metalworks companies claimed them as their own and by extension laid claim to a share of the glory. The men’s identity as employees was highlighted in the numerous memorials which noted their position within the company. They had an identity as steelworkers or tinplaters, as well as their identities as men of their hometown, and as Welshmen, Britons and sons of the Empire.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48051343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

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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

Historical thinking and family historians: Renovating the house of history 历史思维与家族历史学家：历史之屋的翻新

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-11-04 DOI: 10.52289/hej8.106

Emma Shaw

{"title":"Historical thinking and family historians: Renovating the house of history","authors":"Emma Shaw","doi":"10.52289/hej8.106","DOIUrl":"https://doi.org/10.52289/hej8.106","url":null,"abstract":"Family history research, as a multi-billion-dollar industry, is one of the most popular pastimes in the world with millions of enthusiasts worldwide. Anecdotally regarded by some in the academy as being non-traditional, family historians are changing the historiographic landscape through the proliferation and dissemination of their familial narratives across multiple media platforms. Learning to master the necessary research methodologies to undertake historical work is a pedagogic practice, but for many family historians this occurs on the fringe of formal education settings in an act of public pedagogy. As large producers of the past, there have been many important studies into the research practices of family historians, where family historians have been shown to draw upon the research methodologies of professional historians. Paradoxically, little attention has been paid to how these large producers of historical knowledge think historically. This paper reports on interview findings from a recent Australian study into the historical thinking of family historians. Drawing on Peter Seixas’ (2011) historical thinking concepts as a heuristic lens, this research finds that some family historians, despite being largely untrained in historical research methodologies (Shaw, 2018), display the theoretical nuances of the history discipline in (re)constructing and disseminating their familial pasts.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47710014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Story education: Assessing history education in light of narrative therapy 故事教育:叙事疗法视野下的历史教育评价

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-11-04 DOI: 10.52289/hej8.105

L. Garske

引用次数: 0

Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons 历史教师课程设计中的多重视角:教科书文本在多重视角历史课程设计中的作用

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-11-04 DOI: 10.52289/hej8.104

Marc Kropman, Carla A. M. van Boxtel, J. van Drie

{"title":"Multiperspectivity in lesson designs of history teachers: The role of schoolbook texts in the design of multiperspective history lessons","authors":"Marc Kropman, Carla A. M. van Boxtel, J. van Drie","doi":"10.52289/hej8.104","DOIUrl":"https://doi.org/10.52289/hej8.104","url":null,"abstract":"Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This study aims to explore the use of multiperspectivity in teachers’ lesson designs for 10th grade students based upon a text that includes multiple perspectives (HP) (N=8) compared to a text that hardly includes multiperspectivity (LP) (N=10). The lesson designs were analyzed on multiperspectivity regarding aims, instruction, materials and learning activities, and also on actors, elements of scale, dimensions, historians interpretations and students’ perspectives. We found that different dimensions (for example, political, economic) were more often incorporated in the lesson designs based upon text HP, but that students’ perspectives were more often included in the designs based upon text LP. Only one fifth of the lesson designs reflected a high overall level of multiperspectivity. Nevertheless, text HP generated more multiperspectivity with respect to aims and instruction, dimensions, scale and historiography than text LP. Interviews with the teachers showed that the interpretation of the exam program – either a focus on learning historical reasoning or acquiring a chronological overview of knowledge – seemed decisive in the design of the lessons. This study calls for careful incorporating multiperspectivity in textbook by authors, and in their lessons by teachers who seek to do justice to multiple perspectives.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42578955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Postcolonial history education: Issues, tensions and opportunities 后殖民历史教育：问题、紧张局势和机遇

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-05-06 DOI: 10.52289/HEJ8.210

P. Brett, R. Guyver

{"title":"Postcolonial history education: Issues, tensions and opportunities","authors":"P. Brett, R. Guyver","doi":"10.52289/HEJ8.210","DOIUrl":"https://doi.org/10.52289/HEJ8.210","url":null,"abstract":"This paper introduces a journal special issue devoted to an exploration of post-colonial history education with contributions from Ghana, Uganda, New Zealand, Canada, Botswana, Nigeria, Cyprus, Lebanon and London. It provides an overview of key issues, tensions and opportunities around decolonising the history curriculum. Relevant contexts such as the ‘History Wars’, subaltern studies, the conception of decolonising the mind and the possibilities of de-colonising pedagogies are explored. History education lenses around critical historical literacy, historical consciousness, multidimensional identities and multi-perspectivity are brought to bear upon the question of re-thinking forms of postcolonial history education. Specific political circumstances inform the nature of history education in every national jurisdiction; here the contemporary Black Lives Matter campaign, the fallout from the mismanagement of the fate of the ‘Windrush’ settlers in the UK and the recent focus of protestors globally upon colonial oppressors memorialised in statues frame the authors’ reflections. However, echoing the optimism of most of the special issue contributions, opportunities to build bridges between divided communities, open up more inclusive history curricula to student voices and nuance and complicate homogeneous national narratives are identified and recommended.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"8 1","pages":"1-17"},"PeriodicalIF":0.3,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48403571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Decolonising Lebanon’s post-conflict sense of national identity via curriculum change and history education: An impossible task? 通过课程改革和历史教育使黎巴嫩冲突后的民族认同感非殖民化：一项不可能完成的任务？

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-05-06 DOI: 10.52289/HEJ8.208

Nina Madaad, Minerva Nasser-Eddine

引用次数: 0

Doing justice to their history: London’s BAME students and their teachers reflecting on decolonising the history curriculum 公正对待他们的历史:伦敦的BAME学生和他们的老师反思去殖民化的历史课程

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Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-05-06 DOI: 10.52289/HEJ8.209

R. Guyver

{"title":"Doing justice to their history: London’s BAME students and their teachers reflecting on decolonising the history curriculum","authors":"R. Guyver","doi":"10.52289/HEJ8.209","DOIUrl":"https://doi.org/10.52289/HEJ8.209","url":null,"abstract":"This paper examines qualitative data emerging from interviews in five London schools with different groups of BAME ([British] Black, Asian and Minority Ethnic) students aged between 14 and 18 (a total of 33), and seven of their teachers. The students are questioned about their reactions to the taught curriculum especially in the light of their sometimes complex but common postcolonial identities. The methodology followed here, that of Bourdieusian relational phenomenology (Atkinson, 2020), mirrors both the literature review and the conclusions, in that the history of the movement of peoples as a consequence of colonisation and empire not only explains the way Britain is but also defines an imperative for societal and curriculum change. The contextual literature relates to some of the history of migration and settlement including in London, and to some aspects of historiography, especially the work of Peter Fryer (1984/2018), Catherine Hall (2002), Rosina Visram (1994, 2002) and David Olusoga (2014, 2015) to demonstrate that Black history is British history and that there is a mutual responsibility to rediscover what has been hidden and forgotten. But that history, with its power relations, is also intertwined and interrelated with relationships between citizens in society today. The core and periphery paradigm (Mycock, 2017) is clearly reflected in the concept of double-consciousness (Du Bois, 1903; Gilroy, 1993) as both a personal and curriculum dimension. The findings demonstrate the importance of a history education that connects migration, empire and postcoloniality, for all citizens, including those wielding official power. Four themes emerge for analysis: double-consciousness; curriculum and pedagogy; understanding power relations; and citizenship, social justice and curriculum change.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"8 1","pages":"156-174"},"PeriodicalIF":0.3,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43664380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0