This article outlines a trend in popular historical culture which has seen the increasing replacement of a concept of history that rests on some form of evidence base by visions of fictional pasts, or – to put it more precisely – by an ambiguous blend of the past and fictional pasts. Drawing on ethnographic research focused on the contents of Austrian children’s rooms, this paper explores traceable manifestations of history and historical fiction, particularly toy dragons and dinosaurs, in their properties as objects and as focuses of their owners’ interpretations as ascertained in interviews. The research finds little clear demarcation in the minds of the children interviewed (all between 8 and 12 years old) between imaginings and cognitive attempts to reconstruct the past. The article examines the influence of these factual–fictional representations on historical thinking from a history education perspective.
{"title":"Of dragons and dinosaurs: How children’s toys and games create ideas of the past, of history and of fiction","authors":"Christoph Kühberger","doi":"10.14324/herj.18.2.04","DOIUrl":"https://doi.org/10.14324/herj.18.2.04","url":null,"abstract":"\u0000This article outlines a trend in popular historical culture which has seen the increasing replacement of a concept of history that rests on some form of evidence base by visions of fictional pasts, or – to put it more precisely – by an ambiguous blend of the past and fictional pasts. Drawing on ethnographic research focused on the contents of Austrian children’s rooms, this paper explores traceable manifestations of history and historical fiction, particularly toy dragons and dinosaurs, in their properties as objects and as focuses of their owners’ interpretations as ascertained in interviews. The research finds little clear demarcation in the minds of the children interviewed (all between 8 and 12 years old) between imaginings and cognitive attempts to reconstruct the past. The article examines the influence of these factual–fictional representations on historical thinking from a history education perspective.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124681800","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}
The aim of this article is to problematise the use of visits to heritage sites in history education in primary school. The empirical basis is a questionnaire and interviews with teachers in Sweden. Theoretically, the perspective is linked to the discussion of affective practices. The results show the connection that some, but not all, teachers recognise between different forms of historical knowledge. According to these teachers, visits to heritage sites activate the sensory experiences of the pupils, which has a positive impact on the pupils’ learning. Two ideal approaches can be discerned when it comes to the use of visits to heritage sites in history education. Such visits form either a teacher-driven, integral part of the education, or the teacher assigns the display of the site to local guides. The two approaches can be related to the history subject that appears in education, although this is ultimately determined by the educational setting.
{"title":"The educational power of heritage sites","authors":"Martin Stolare, David Ludvigsson, Cecilia Trenter","doi":"10.14324/herj.18.2.08","DOIUrl":"https://doi.org/10.14324/herj.18.2.08","url":null,"abstract":"\u0000The aim of this article is to problematise the use of visits to heritage sites in history education in primary school. The empirical basis is a questionnaire and interviews with teachers in Sweden. Theoretically, the perspective is linked to the discussion of affective practices. The results show the connection that some, but not all, teachers recognise between different forms of historical knowledge. According to these teachers, visits to heritage sites activate the sensory experiences of the pupils, which has a positive impact on the pupils’ learning. Two ideal approaches can be discerned when it comes to the use of visits to heritage sites in history education. Such visits form either a teacher-driven, integral part of the education, or the teacher assigns the display of the site to local guides. The two approaches can be related to the history subject that appears in education, although this is ultimately determined by the educational setting.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116266047","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}
This article explores student meaning making in a Grade 11 US history unit on the Second World War. The 10-lesson unit was designed as an experiment that aimed to apply an instructional model of historical consciousness to a classroom context. Although the notion of historical consciousness has gained significant interest in the field of history education, translating it into educational practice remains a challenge. In this study, it refers to a disposition to make meaning of the past for oneself, which is manifested in three meaning-making abilities and processes (Boix Mansilla and Gardner, 2007; Nordgren and Johansson, 2015; Rüsen, 2004). To study the manifestation of historical consciousness in the learning process during this unit, I employed found poetry on collected classroom transcripts and observations, as well as student work. I turned to this qualitative, arts-informed method when I realised the analytic methods that I had employed so far failed to capture important subtleties of students’ historical consciousness emerging from the data. In this paper, I present and discuss the results of my analysis, offer a rationale for using found poetry in history education research and reflect on the need for relevant and meaningful school history.
这篇文章探讨了学生在11年级美国历史单元中对第二次世界大战的意义创造。这个10节课的单元被设计成一个实验，旨在将历史意识的教学模式应用到课堂环境中。虽然历史意识的概念在历史教育领域引起了极大的兴趣，但将其转化为教育实践仍然是一个挑战。在本研究中，它指的是一种为自己制造过去意义的倾向，表现为三种意义制造能力和过程(Boix Mansilla and Gardner, 2007;Nordgren and Johansson, 2015;Rusen, 2004)。为了研究历史意识在本单元学习过程中的表现，我在收集的课堂记录和观察以及学生作业中使用了发现的诗歌。当我意识到我迄今为止所采用的分析方法未能捕捉到学生从数据中产生的历史意识的重要微妙之处时，我转向了这种定性的、以艺术为基础的方法。在本文中，我提出并讨论了我的分析结果，为在历史教育研究中使用发现的诗歌提供了理论依据，并反思了相关和有意义的校史的必要性。
{"title":"Cultivating historical consciousness in the history classroom: Uncovering the subtleties of student meaning making with the help of found poetry","authors":"Nathalie Popa","doi":"10.14324/herj.18.2.06","DOIUrl":"https://doi.org/10.14324/herj.18.2.06","url":null,"abstract":"\u0000This article explores student meaning making in a Grade 11 US history unit on the Second World War. The 10-lesson unit was designed as an experiment that aimed to apply an instructional model of historical consciousness to a classroom context. Although the notion of historical consciousness has gained significant interest in the field of history education, translating it into educational practice remains a challenge. In this study, it refers to a disposition to make meaning of the past for oneself, which is manifested in three meaning-making abilities and processes (Boix Mansilla and Gardner, 2007; Nordgren and Johansson, 2015; Rüsen, 2004). To study the manifestation of historical consciousness in the learning process during this unit, I employed found poetry on collected classroom transcripts and observations, as well as student work. I turned to this qualitative, arts-informed method when I realised the analytic methods that I had employed so far failed to capture important subtleties of students’ historical consciousness emerging from the data. In this paper, I present and discuss the results of my analysis, offer a rationale for using found poetry in history education research and reflect on the need for relevant and meaningful school history.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131678000","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}
In history curriculum design in England, currently at least two loci of authority – the history teachers’ ‘extended writing movement’ and the national awarding body Pearson Edexcel – present somewhat contrasting portrayals of the narrative mode for the purposes of historical causal explanation. Nonetheless, both loci suggest they are reappropriating academic knowledge for the purposes of secondary schooling in a fashion similar to what Basil Bernstein (1986) dubs ‘recontextualisation’. As a practising history teacher, I provide a phenomenological critique of Pearson Edexcel’s specifications for the national GCSE and A-level examinations from the perspective of the extended writing movement’s realisation of the Bernsteinian model, with a specific focus on the narrative mode for the purposes of historical causal explanation. In order to characterise the status of historical narrative in the academic field of production, I draw on analytic philosophies of history, theories of history by practising historians and historical explanations from one historiography: the Salem witch trials. Finally, I make recommendations for future reforms in national history examinations in England: constant revaluation with reference to academic knowledge; the avoidance of specific yet unsustainable claims about the discipline of history generally; and the abandonment of a genre-led assessment in favour of an epistemology-led alternative.
{"title":"Retheorising national assessment of the narrative mode for historical causal explanation in England","authors":"J. E. Carroll","doi":"10.14324/herj.18.2.02","DOIUrl":"https://doi.org/10.14324/herj.18.2.02","url":null,"abstract":"\u0000In history curriculum design in England, currently at least two loci of authority – the history teachers’ ‘extended writing movement’ and the national awarding body Pearson Edexcel – present somewhat contrasting portrayals of the narrative mode for the purposes of historical causal explanation. Nonetheless, both loci suggest they are reappropriating academic knowledge for the purposes of secondary schooling in a fashion similar to what Basil Bernstein (1986) dubs ‘recontextualisation’. As a practising history teacher, I provide a phenomenological critique of Pearson Edexcel’s specifications for the national GCSE and A-level examinations from the perspective of the extended writing movement’s realisation of the Bernsteinian model, with a specific focus on the narrative mode for the purposes of historical causal explanation. In order to characterise the status of historical narrative in the academic field of production, I draw on analytic philosophies of history, theories of history by practising historians and historical explanations from one historiography: the Salem witch trials. Finally, I make recommendations for future reforms in national history examinations in England: constant revaluation with reference to academic knowledge; the avoidance of specific yet unsustainable claims about the discipline of history generally; and the abandonment of a genre-led assessment in favour of an epistemology-led alternative.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128324910","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}
Building on theories of historical justice, reconciliation and transformative change, this article investigates how 293 secondary school students make sense of the difficult past, present and future of the Romani in a national history test. Using qualitative and quantitative text analysis, this study seeks to explore whom students foreground as agents of change in regard to the Roma past, present and future. Considering the past and looking to the future, the inquiry led students to narrate four scenarios: no change; a regression to a past state of no rights; a development for the better; a future free from oppression. While the students underscored the importance of a shared responsibility for Roma rights, they stressed the nation state as the single most important agent of change for Roma rights in the present and future. Against the backdrop of justice and change, this study argues that while students realise and recognise Roma rights through their narrational practices, and thus may become empowered to act for a just future, these narratives also re-establish historical cultural and ethnic group boundaries which potentially may disempower young learners.
{"title":"Realising Roma rights through a high-stakes history test: Secondary school students narrating the Swedish Roma past, present and future","authors":"Olle Nolgård","doi":"10.14324/herj.18.2.05","DOIUrl":"https://doi.org/10.14324/herj.18.2.05","url":null,"abstract":"\u0000Building on theories of historical justice, reconciliation and transformative change, this article investigates how 293 secondary school students make sense of the difficult past, present and future of the Romani in a national history test. Using qualitative and quantitative text analysis, this study seeks to explore whom students foreground as agents of change in regard to the Roma past, present and future. Considering the past and looking to the future, the inquiry led students to narrate four scenarios: no change; a regression to a past state of no rights; a development for the better; a future free from oppression. While the students underscored the importance of a shared responsibility for Roma rights, they stressed the nation state as the single most important agent of change for Roma rights in the present and future. Against the backdrop of justice and change, this study argues that while students realise and recognise Roma rights through their narrational practices, and thus may become empowered to act for a just future, these narratives also re-establish historical cultural and ethnic group boundaries which potentially may disempower young learners.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126719997","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}
Teaching sensitive histories in post-conflict societies makes particular demands on educators to understand students’ identities and their relationships to the past. This paper expands our understanding of post-conflict youth identities and experiences of history education through a small-scale study of students’ life stories in Northern Ireland which defied sectarian boundaries in different ways: some were children of interfaith marriages, while others attended integrated schools or were part of cross-community peace-building organisations. Participants saw themselves as forging new identities and ‘moving on’ from the past, although this process was fraught with ambivalence. I describe these expressions of identity through Ulrich Beck’s (1992) model of triple individualisation. For these ‘post-sectarian’ students, school history was seen largely as a tool towards achieving qualification, far removed from their everyday struggles of self-fashioning.
{"title":"‘I’m not Catholic and I’m not Protestant’: Identity, individualisation and challenges for history education in Northern Ireland","authors":"A. Branford","doi":"10.14324/herj.18.2.01","DOIUrl":"https://doi.org/10.14324/herj.18.2.01","url":null,"abstract":"\u0000Teaching sensitive histories in post-conflict societies makes particular demands on educators to understand students’ identities and their relationships to the past. This paper expands our understanding of post-conflict youth identities and experiences of history education through a small-scale study of students’ life stories in Northern Ireland which defied sectarian boundaries in different ways: some were children of interfaith marriages, while others attended integrated schools or were part of cross-community peace-building organisations. Participants saw themselves as forging new identities and ‘moving on’ from the past, although this process was fraught with ambivalence. I describe these expressions of identity through Ulrich Beck’s (1992) model of triple individualisation. For these ‘post-sectarian’ students, school history was seen largely as a tool towards achieving qualification, far removed from their everyday struggles of self-fashioning.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129871534","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}
Among the growing body of literature concerning teaching and learning about the Holocaust, very little research has explored the experiences of teachers from an emotional perspective. This study considers the emotion work done by educators who are teaching about the Holocaust at the site of Auschwitz-Birkenau. Through the lens of ‘emotional labour’, the study explores how the educators articulate their emotion work, and how they manage their emotions in situ. The findings reveal a complex interplay of emotion work and self-preservation that results in educators variously altering the extent to which they are ‘present’ and how they choose to withdraw themselves emotionally from certain exhibits or spaces at the museum. The study also reveals the benefits of the informal emotional support network that exists between the educators, as well as the various routines they adopt to help them manage their emotion work. It is argued that the findings of this paper highlight a need for further research into how teachers teach about emotionally difficult histories such as this, in similar and more diverse contexts.
{"title":"‘We too find it difficult’: A consideration of site-based Holocaust education as emotional labour","authors":"Alasdair Richardson","doi":"10.14324/herj.18.2.07","DOIUrl":"https://doi.org/10.14324/herj.18.2.07","url":null,"abstract":"\u0000Among the growing body of literature concerning teaching and learning about the Holocaust, very little research has explored the experiences of teachers from an emotional perspective. This study considers the emotion work done by educators who are teaching about the Holocaust at the site of Auschwitz-Birkenau. Through the lens of ‘emotional labour’, the study explores how the educators articulate their emotion work, and how they manage their emotions in situ. The findings reveal a complex interplay of emotion work and self-preservation that results in educators variously altering the extent to which they are ‘present’ and how they choose to withdraw themselves emotionally from certain exhibits or spaces at the museum. The study also reveals the benefits of the informal emotional support network that exists between the educators, as well as the various routines they adopt to help them manage their emotion work. It is argued that the findings of this paper highlight a need for further research into how teachers teach about emotionally difficult histories such as this, in similar and more diverse contexts.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131606550","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}
This paper reports on an intervention study conducted with the A level students whom I teach at a sixth form college in the north-west of England. The study aimed to survey the students’ perceptions of the purposes of history education, and to broaden their understanding of the debate. The study drew upon data from 82 online forum posts from 41 history A level students. It consisted of two stages: the first surveyed students’ initial perceptions of the purposes of history education; the second aimed to further develop students’ perceptions through the deployment of stimulus material and activities designed to broaden students’ understanding of the issue. Following these activities, students’ perceptions were surveyed for a second time to facilitate comparison. The study data indicate that students who have chosen to pursue their historical studies to a higher level tend to appreciate the intrinsic value of knowing history (as opposed to its extrinsic value, such as developing transferable skills or for the sake of employability). The study also indicates that students’ perceptions of the purpose and value of historical study can be significantly altered by teacher intervention, although the long-term impact remains unassessed.
{"title":"What is the purpose of studying history? Developing students’ perspectives on the purposes and value of history education","authors":"D. Nuttall","doi":"10.14324/HERJ.18.1.06","DOIUrl":"https://doi.org/10.14324/HERJ.18.1.06","url":null,"abstract":"\u0000This paper reports on an intervention study conducted with the A level students whom I teach at a sixth form college in the north-west of England. The study aimed to survey the students’ perceptions of the purposes of history education, and to broaden their understanding of the debate. The study drew upon data from 82 online forum posts from 41 history A level students. It consisted of two stages: the first surveyed students’ initial perceptions of the purposes of history education; the second aimed to further develop students’ perceptions through the deployment of stimulus material and activities designed to broaden students’ understanding of the issue. Following these activities, students’ perceptions were surveyed for a second time to facilitate comparison. The study data indicate that students who have chosen to pursue their historical studies to a higher level tend to appreciate the intrinsic value of knowing history (as opposed to its extrinsic value, such as developing transferable skills or for the sake of employability). The study also indicates that students’ perceptions of the purpose and value of historical study can be significantly altered by teacher intervention, although the long-term impact remains unassessed.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133996020","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}
The aim of this article is to explore the processes of learning when students are engaged in intercultural historical learning (IHL), specifically how spaces of learning were, or were not, opened by students’ struggle to construct meaning. Since IHL is complex, involving both intrinsic disciplinary and extrinsic curricular goals, it is vital to understand this process in detail. The research questions address which aspects seem to activate intercultural learning, and which ones hinder or complicate it. The methodological approach employed was an instrumental, multisite case study where three teaching–learning sequences from two secondary classrooms were investigated. Here, the concepts of ‘decentring’ and ‘perspective recognition’, as aspects of IHL, were seen as threshold concepts. The threshold concepts framework – and specifically the idea of ‘liminal space’, a ‘place of potential learning’, the in-between moments in the learning process where students find themselves before ‘getting it’ – was applied as an analytical tool to uncover and describe specific moments in the selected teaching–learning sequences. Several liminal spaces were unpacked, and it transpired that ‘troublesomeness’ is an integral, potentially productive component when students navigate liminal space as a place for intercultural learning. ‘Barriers’ that obstructed learning, as well as possible ‘entry points’ where a student steps into a productive liminal space, were identified, as well as some major enabling breakthrough moments – ‘junctures’ – for IHL.
{"title":"Moving in liminal space: A case study of intercultural historical learning in Swedish secondary school","authors":"M. Johansson","doi":"10.14324/HERJ.18.1.05","DOIUrl":"https://doi.org/10.14324/HERJ.18.1.05","url":null,"abstract":"\u0000The aim of this article is to explore the processes of learning when students are engaged in intercultural historical learning (IHL), specifically how spaces of learning were, or were not, opened by students’ struggle to construct meaning. Since IHL is complex, involving both intrinsic disciplinary and extrinsic curricular goals, it is vital to understand this process in detail. The research questions address which aspects seem to activate intercultural learning, and which ones hinder or complicate it. The methodological approach employed was an instrumental, multisite case study where three teaching–learning sequences from two secondary classrooms were investigated. Here, the concepts of ‘decentring’ and ‘perspective recognition’, as aspects of IHL, were seen as threshold concepts. The threshold concepts framework – and specifically the idea of ‘liminal space’, a ‘place of potential learning’, the in-between moments in the learning process where students find themselves before ‘getting it’ – was applied as an analytical tool to uncover and describe specific moments in the selected teaching–learning sequences. Several liminal spaces were unpacked, and it transpired that ‘troublesomeness’ is an integral, potentially productive component when students navigate liminal space as a place for intercultural learning. ‘Barriers’ that obstructed learning, as well as possible ‘entry points’ where a student steps into a productive liminal space, were identified, as well as some major enabling breakthrough moments – ‘junctures’ – for IHL.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123511128","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}
Lisa Zachrich, Allison Weller, Christine Baron, C. Bertram
We encounter information about the past in everyday life through films, books and complex historical sources – such as historic sites or eyewitness accounts. Investigations of how visitors and learners engage with these complex historical sources have mainly focused on the ‘something special’ of the encounter on the one hand and on the clear cognitive engagement on the other. Yet, we know little about what and how learners and visitors learn from these complex historical sources and the resultant historical experiences. However, it is an important precondition for further theoretical and empirical research to fully understand these experiences. This article takes the first step in building an integrated model to understand from a situated embodied perspective thehistorical experiencesderived from encounters with complex historical sources. Drawing on German- and English-language literature across related disciplines, we conceptualized the experience within an interplay of cognitive, affective and physical engagement. Within these dimensions, we identified responses that indicate the different elements of the historical experience and discuss limitations and avenues for further research.
{"title":"Historical experiences: A framework for encountering complex historical sources","authors":"Lisa Zachrich, Allison Weller, Christine Baron, C. Bertram","doi":"10.14324/herj.17.2.08","DOIUrl":"https://doi.org/10.14324/herj.17.2.08","url":null,"abstract":"We encounter information about the past in everyday life through films, books and complex historical sources – such as historic sites or eyewitness accounts. Investigations of how visitors and learners engage with these complex historical sources have mainly focused on the ‘something special’ of the encounter on the one hand and on the clear cognitive engagement on the other. Yet, we know little about what and how learners and visitors learn from these complex historical sources and the resultant historical experiences. However, it is an important precondition for further theoretical and empirical research to fully understand these experiences. This article takes the first step in building an integrated model to understand from a situated embodied perspective thehistorical experiencesderived from encounters with complex historical sources. Drawing on German- and English-language literature across related disciplines, we conceptualized the experience within an interplay of cognitive, affective and physical engagement. Within these dimensions, we identified responses that indicate the different elements of the historical experience and discuss limitations and avenues for further research.","PeriodicalId":409544,"journal":{"name":"History Education Research Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126083064","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：