1947年英属印度分治历史教育中的记忆实践:打破霸权记忆的机遇与挑战

Q4 Social Sciences

Journal of Educational Media, Memory, and Society Pub Date : 2015-09-01 DOI:10.3167/JEMMS.2015.070202

Meenakshi Chhabra

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引用次数: 4

摘要

关于1947年英属印度分治的历史教育中的记忆实践:打破霸权记忆的机遇与挑战本文从认识论的角度反思了在正式和非正式教育空间中涉及集体暴力和冲突的历史事件的集体记忆的建构、解构和重建中的记忆实践。它的重点是1947年英属印度旁遮普的分治。本文通过个人叙述、印度和巴基斯坦中学生之间的互动、历史教科书的内容以及教师在课堂上的表演，进行了对分界的多重记忆实践。它揭示了关于暴力冲突事件的集体记忆和历史教育之间复杂的动态关系，并探讨了拦截对暴力过去的霸权记忆的机会和挑战。

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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Memory Practices in History Education about the 1947 British India Partition: Opportunities and Challenges to Breaching Hegemonic Remembering

Memory Practices in History Education about the 1947 British India Partition: Opportunities and Challenges to Breaching Hegemonic Remembering Meenakshi Chhabra This article is an epistemological reflection on memory practices in the construction, deconstruction and reconstruction of collective memories of a historical event involving collective violence and conflict in formal and informal spaces of education. It focuses on the 1947 British India Partition of Punjab. The article engages with multiple memory practices of Partition carried out through personal narrative, interactions between Indian and Pakistani secondary school pupils, history textbook contents and their enactment in the classroom by teachers. It throws light on the complex dynamic between collective memory and history education about events of violent conflict, and explores opportunities for and challenges to intercepting hegemonic remembering of a violent past.

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来源期刊

Journal of Educational Media, Memory, and Society Social Sciences-Education

CiteScore

0.70

自引率

0.00%

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