{"title":"Editorial: Epistemic cognition in history education","authors":"M. Nitsche, C. Mathis, D. O'Neill","doi":"10.52289/hej9.101","DOIUrl":"https://doi.org/10.52289/hej9.101","url":null,"abstract":"Editor's introduction to the special issue.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"27 16 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70852781","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 looks at upper secondary school history teachers’ understandings of how historical knowledge is constructed and at the impact this might have on their classroom practice. The article has two objectives: (1) to examine how teachers view the relationship between the past and history – as a basic entry point peek into their epistemic thinking; and (2) to explore their reflexiveness regarding epistemic issues and what their view might mean for their perspectives and their teaching of history, and by extension, whether they see themselves as being political in the process or not. As part of an international, comparative study on history teachers and their epistemic positioning in the teaching of rival histories, we use a mixed-methods approach to present empirical data from Quebec and Sweden. Forming a cross-cultural dialogue, this comparative focus permits us to identify and discuss nuances that emerge in teachers’ thinking in two completely different societies that nevertheless share similar democratic and political outlooks when it comes to the teaching of school history. In discussing the relationship between the past and history, it appears that teachers have different understandings of what historical knowledge is, how it is constructed, and the implications these meanings have for their practice. The findings demonstrate that there is a main difference and an important similarity between both sites. The difference is one where Swedish teachers are more inclined to make a clear distinction between the past and history, than their Quebecois counterparts who tend to be less prone to making this distinction clear. The similarity, in turn, refers to a majority of participants who are located in between these two extremities – objectivist and critical – and who demonstrate a case of epistemic “wobbling”. In describing the reasons for this difference, namely Quebec’s overt quest for nation-building among its various historical communities, the political nature of history teaching comes to light. In digging deeper in this difference to better qualify the emergent wobbling, the results furthermore illustrate a strong connection between criticality and reflexivity in teachers’ thinking and practice. More specifically, those who clearly distinguish between the past and history demonstrate an ability to account for history’s subjectiveness and are therefore more attuned to questioning their own role in the whole teaching process.
{"title":"History teachers and historical knowledge in Quebec and Sweden: Epistemic beliefs in distinguishing the past from history and its teaching","authors":"Henrik Åström Elmersjö, Paul Zanazanian","doi":"10.52289/hej9.110","DOIUrl":"https://doi.org/10.52289/hej9.110","url":null,"abstract":"This article looks at upper secondary school history teachers’ understandings of how historical knowledge is constructed and at the impact this might have on their classroom practice. The article has two objectives: (1) to examine how teachers view the relationship between the past and history – as a basic entry point peek into their epistemic thinking; and (2) to explore their reflexiveness regarding epistemic issues and what their view might mean for their perspectives and their teaching of history, and by extension, whether they see themselves as being political in the process or not. As part of an international, comparative study on history teachers and their epistemic positioning in the teaching of rival histories, we use a mixed-methods approach to present empirical data from Quebec and Sweden. Forming a cross-cultural dialogue, this comparative focus permits us to identify and discuss nuances that emerge in teachers’ thinking in two completely different societies that nevertheless share similar democratic and political outlooks when it comes to the teaching of school history. In discussing the relationship between the past and history, it appears that teachers have different understandings of what historical knowledge is, how it is constructed, and the implications these meanings have for their practice. The findings demonstrate that there is a main difference and an important similarity between both sites. The difference is one where Swedish teachers are more inclined to make a clear distinction between the past and history, than their Quebecois counterparts who tend to be less prone to making this distinction clear. The similarity, in turn, refers to a majority of participants who are located in between these two extremities – objectivist and critical – and who demonstrate a case of epistemic “wobbling”. In describing the reasons for this difference, namely Quebec’s overt quest for nation-building among its various historical communities, the political nature of history teaching comes to light. In digging deeper in this difference to better qualify the emergent wobbling, the results furthermore illustrate a strong connection between criticality and reflexivity in teachers’ thinking and practice. More specifically, those who clearly distinguish between the past and history demonstrate an ability to account for history’s subjectiveness and are therefore more attuned to questioning their own role in the whole teaching process.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48792500","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}
Many recent approaches to history education—such as those related to historical thinking, historical reasoning, or inquiry-based learning—have brought the practice of historiography (i.e. historical research and writing) to the center of learning about history. Students are to learn about how historical knowledge is constructed, and this is often pursued by instructional methods such as modeling or simulating expert historians’ practices in classrooms. In this paper, we approach historiography primarily as an epistemic practice that is shaped in part by (historians’) aims or goals. Understanding those aims can contribute significantly to our understanding of the historical inquiries that ensue. Yet education has not made these aims a central focus of research or instruction. Therefore, we explored academic historians’ aims in their practices of historiography. We interviewed 26 Finnish historians about their ongoing research endeavors. Our results display a range of aims in academic historiography, including general epistemological concepts (e.g. knowledge), dialogical aims (e.g., questioning existing ideas), textual products, dissemination (e.g., popularizing), bringing about societal change (e.g., influencing a sense of possibilities), connection to present, and emotions. These findings improve our understanding of the diversity of historiography as an intentional practice, and thus provide a better ground for developing the kind of history education that builds on historians’ practices.
{"title":"Aims in the practice of historiography: An interview study with Finnish historians","authors":"Mikko Kainulainen, Marjaana Puurtinen, C. Chinn","doi":"10.52289/hej9.109","DOIUrl":"https://doi.org/10.52289/hej9.109","url":null,"abstract":"Many recent approaches to history education—such as those related to historical thinking, historical reasoning, or inquiry-based learning—have brought the practice of historiography (i.e. historical research and writing) to the center of learning about history. Students are to learn about how historical knowledge is constructed, and this is often pursued by instructional methods such as modeling or simulating expert historians’ practices in classrooms. In this paper, we approach historiography primarily as an epistemic practice that is shaped in part by (historians’) aims or goals. Understanding those aims can contribute significantly to our understanding of the historical inquiries that ensue. Yet education has not made these aims a central focus of research or instruction. Therefore, we explored academic historians’ aims in their practices of historiography. We interviewed 26 Finnish historians about their ongoing research endeavors. Our results display a range of aims in academic historiography, including general epistemological concepts (e.g. knowledge), dialogical aims (e.g., questioning existing ideas), textual products, dissemination (e.g., popularizing), bringing about societal change (e.g., influencing a sense of possibilities), connection to present, and emotions. These findings improve our understanding of the diversity of historiography as an intentional practice, and thus provide a better ground for developing the kind of history education that builds on historians’ practices.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43408255","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}
Kristin A. Sendur, J. van Drie, Carla A. M. van Boxtel
In this descriptive study, we investigated undergraduate students’ epistemic beliefs in history and examined the relationship between students’ beliefs and their performance in written historical reasoning in the context of a historical reasoning course. We measured students’ expressed epistemic beliefs in history through a discipline-specific survey, which we compared with students’ performance when writing a source-based historical argument. A subset of students also participated in a task-based interview to investigate more tacit epistemic beliefs related to the second-order concept, account. We found a significant correlation between students’ performance in source-based argumentative writing and their epistemic beliefs regarding historical methodology. Most students’ interview answers corresponded to their epistemic beliefs as indicated in the survey, but there was less correspondence between students’ interviews and writing. This study demonstrates the usefulness of the epistemic beliefs survey and provides evidence that students’ conceptions of the second-order concept, account, may be related to their epistemic beliefs.
{"title":"Epistemic beliefs and written historical reasoning: Exploring their relationship","authors":"Kristin A. Sendur, J. van Drie, Carla A. M. van Boxtel","doi":"10.52289/hej9.108","DOIUrl":"https://doi.org/10.52289/hej9.108","url":null,"abstract":"In this descriptive study, we investigated undergraduate students’ epistemic beliefs in history and examined the relationship between students’ beliefs and their performance in written historical reasoning in the context of a historical reasoning course. We measured students’ expressed epistemic beliefs in history through a discipline-specific survey, which we compared with students’ performance when writing a source-based historical argument. A subset of students also participated in a task-based interview to investigate more tacit epistemic beliefs related to the second-order concept, account. We found a significant correlation between students’ performance in source-based argumentative writing and their epistemic beliefs regarding historical methodology. Most students’ interview answers corresponded to their epistemic beliefs as indicated in the survey, but there was less correspondence between students’ interviews and writing. This study demonstrates the usefulness of the epistemic beliefs survey and provides evidence that students’ conceptions of the second-order concept, account, may be related to their epistemic beliefs.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43309792","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}
D. O’Neill, Sheryl Guloy, Fiona M. MacKellar, Dale R. Martelli
History teachers in multicultural societies are increasingly responsible for facilitating students’ awareness of and understanding of multiple accounts of the same, or related past events. The primary goal of the Historical Account Differences questionnaire is to help history teachers assess their own students’ beliefs about why accounts can differ, and the effectiveness of lessons and units aimed at developing students’ epistemological conceptions about such accounts. The theoretical underpinnings, design and validation of the questionnaire are discussed. As part of the validation, responses were provided by 899 Canadian students from 8th grade through postsecondary studies. Findings failed to support the hypothesis of strict stage-like progression in students’ conceptions claimed by the developmental theory on which the instrument was based. However, other claims implicit in the theory were supported. Theoretical and practical implications are discussed.
{"title":"Development and validation of a practical classroom assessment of students’ conceptions about differing historical accounts","authors":"D. O’Neill, Sheryl Guloy, Fiona M. MacKellar, Dale R. Martelli","doi":"10.52289/hej9.104","DOIUrl":"https://doi.org/10.52289/hej9.104","url":null,"abstract":"History teachers in multicultural societies are increasingly responsible for facilitating students’ awareness of and understanding of multiple accounts of the same, or related past events. The primary goal of the Historical Account Differences questionnaire is to help history teachers assess their own students’ beliefs about why accounts can differ, and the effectiveness of lessons and units aimed at developing students’ epistemological conceptions about such accounts. The theoretical underpinnings, design and validation of the questionnaire are discussed. As part of the validation, responses were provided by 899 Canadian students from 8th grade through postsecondary studies. Findings failed to support the hypothesis of strict stage-like progression in students’ conceptions claimed by the developmental theory on which the instrument was based. However, other claims implicit in the theory were supported. Theoretical and practical implications are discussed.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48473900","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}
Few history education studies have indicated that school students’ epistemological beliefs affect their historical thinking and writing. Some research has suggested that history teaching could affect these aspects. Several history educators have assumed that (prospective) history teachers’ epistemological beliefs are related to their ways of teaching and to their ability to think historically. Yet evidence underpinning these assumptions is rare. To address this gap, we investigated how prospective German Swiss history teachers’ epistemological beliefs impacts their reading and writing abilities in terms of narrative competence. We therefore applied argumentative writing tasks to assess participants’ narrative competence and surveyed their epistemological beliefs and further contextual covariates (e.g. situational interest, number of history courses attended at university). Results show small effects of participants’ epistemological beliefs on their narrative competence, while their situational interest is more influential. Other contextual constructs (e.g. number of history courses attended at university) are also predictive. Overall, our results indicate that narrative competence and epistemological beliefs are correlated, yet situated in contextual aspects.
{"title":"Narrative competence and epistemological beliefs of German Swiss prospective history teachers: A situated relationship","authors":"M. Nitsche, Monika Waldis","doi":"10.52289/hej9.107","DOIUrl":"https://doi.org/10.52289/hej9.107","url":null,"abstract":"Few history education studies have indicated that school students’ epistemological beliefs affect their historical thinking and writing. Some research has suggested that history teaching could affect these aspects. Several history educators have assumed that (prospective) history teachers’ epistemological beliefs are related to their ways of teaching and to their ability to think historically. Yet evidence underpinning these assumptions is rare. To address this gap, we investigated how prospective German Swiss history teachers’ epistemological beliefs impacts their reading and writing abilities in terms of narrative competence. We therefore applied argumentative writing tasks to assess participants’ narrative competence and surveyed their epistemological beliefs and further contextual covariates (e.g. situational interest, number of history courses attended at university). Results show small effects of participants’ epistemological beliefs on their narrative competence, while their situational interest is more influential. Other contextual constructs (e.g. number of history courses attended at university) are also predictive. Overall, our results indicate that narrative competence and epistemological beliefs are correlated, yet situated in contextual aspects.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47144998","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 Sydney Gay and Lesbian Holocaust Memorial is situated on the western side of Green Park in Darlinghurst, in Sydney, Australia. Darlinghurst is considered the heart of Sydney's gay and lesbian population, having been the site of demonstrations, public meetings, Gay Fair Days, and the starting point for the AIDS Memorial Candlelight Rally. It is also very close to both the Sydney Jewish Museum and the Jewish War Memorial. The planning and construction of the Memorial between 1991 and 2001 was a process framed by two competing imperatives. Balancing the commemoration of a subset of victims of the Holocaust with a positioning of the event as a universal symbol of the continuing persecution of gays and lesbians was a challenge that came to define the ten year struggle to have the memorial built.
{"title":"The spectre of the thing: The construction of the Sydney Gay and Lesbian Holocaust memorial","authors":"Martin Kerby, Malcom Bywaters, M. Baguley","doi":"10.52289/hej8.303","DOIUrl":"https://doi.org/10.52289/hej8.303","url":null,"abstract":"The Sydney Gay and Lesbian Holocaust Memorial is situated on the western side of Green Park in Darlinghurst, in Sydney, Australia. Darlinghurst is considered the heart of Sydney's gay and lesbian population, having been the site of demonstrations, public meetings, Gay Fair Days, and the starting point for the AIDS Memorial Candlelight Rally. It is also very close to both the Sydney Jewish Museum and the Jewish War Memorial. The planning and construction of the Memorial between 1991 and 2001 was a process framed by two competing imperatives. Balancing the commemoration of a subset of victims of the Holocaust with a positioning of the event as a universal symbol of the continuing persecution of gays and lesbians was a challenge that came to define the ten year struggle to have the memorial built.","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":"48839078","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}
Over the course of the last four decades there has been a growing interest in the development and impact of counter memorials and counter monuments. While counter memorial and monument practices have been explored in Europe and the United States, relatively little research has been conducted in the Australian context. This systematic literature review examines the current state of scholarship by exploring what form counter monuments and memorials have taken and what events they have focussed on. A total of 134 studies met the selection criteria and were included in the final review. The major factors identified that have impacted on the development of the counter memorial and monument genre in Australia are international and domestic influences, historical, political and social-cultural events in Australia, the socio-political agenda of various individuals or organisations, and the aesthetics of the counter memorials and monuments themselves. The review found that Australia has a diverse and active counter memorial and monument genre, with commemorative practices honouring Aboriginal and Torres Strait Islander peoples, women, victims of human made and natural disasters, the experiences of asylum seekers, and the histories and experiences of the lesbian, gay, bisexual, transgender and queer communities.
{"title":"Counter memorials and counter monuments in Australia’s commemorative landscape: A systematic literature review","authors":"M. Baguley, Martin Kerby, Nikki Andersen","doi":"10.52289/hej8.308","DOIUrl":"https://doi.org/10.52289/hej8.308","url":null,"abstract":"Over the course of the last four decades there has been a growing interest in the development and impact of counter memorials and counter monuments. While counter memorial and monument practices have been explored in Europe and the United States, relatively little research has been conducted in the Australian context. This systematic literature review examines the current state of scholarship by exploring what form counter monuments and memorials have taken and what events they have focussed on. A total of 134 studies met the selection criteria and were included in the final review. The major factors identified that have impacted on the development of the counter memorial and monument genre in Australia are international and domestic influences, historical, political and social-cultural events in Australia, the socio-political agenda of various individuals or organisations, and the aesthetics of the counter memorials and monuments themselves. The review found that Australia has a diverse and active counter memorial and monument genre, with commemorative practices honouring Aboriginal and Torres Strait Islander peoples, women, victims of human made and natural disasters, the experiences of asylum seekers, and the histories and experiences of the lesbian, gay, bisexual, transgender and queer communities.","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":"49621497","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 explores the way in which the fallen of the First World War were commemorated in Italy between 1918 and 1940. At the end of the war, numerous spontaneous local monuments were constructed. At the same time, the many small war cemeteries established near the former battlefield areas began to be perceived as a problem. Shortly before the Second World War, in order to bury all the exhumed bodies, the Fascist Regime constructed huge war memorials (ossari and sacrari). However, this was also a means of taking advantage of the fallen for ideological and political purposes. This paper focuses on the connection between the sacralisation of the battlefields by way of raising ossari and sacrari, on the one hand, and the spread of ‘fragments’ of these battlefields all around the country, on the other. The latter phenomenon has not yet attracted significant interest from researchers. Boulders from the battlefields began to appear in the middle of village, town, and city squares across the country. They were considered ‘sacred’ since they were where hundreds of thousands of soldiers had fallen, ensuring Italy’s victory. As the boulders themselves were imbued with the fallen’s sacred blood, they were not carved but rather displayed within the monuments in their ‘natural’ shape. They were not intended to represent anything or communicate a specific message regarding war and death; they simply had to present themselves. The stone of which they were made was their main feature: just like relics, they emanated a sacred aura. Through their physical dissemination, the whole national territory could therefore be sacralised. To take their cue from this rebirth of relics were the ossari and sacrari of the late Fascist Regime, which used them as a propaganda weapon.
{"title":"Politics of relics: On the celebration of the fallen of the First World War during the interwar period in Italy","authors":"Daniele Pisani","doi":"10.52289/hej8.305","DOIUrl":"https://doi.org/10.52289/hej8.305","url":null,"abstract":"This paper explores the way in which the fallen of the First World War were commemorated in Italy between 1918 and 1940. At the end of the war, numerous spontaneous local monuments were constructed. At the same time, the many small war cemeteries established near the former battlefield areas began to be perceived as a problem. Shortly before the Second World War, in order to bury all the exhumed bodies, the Fascist Regime constructed huge war memorials (ossari and sacrari). However, this was also a means of taking advantage of the fallen for ideological and political purposes. This paper focuses on the connection between the sacralisation of the battlefields by way of raising ossari and sacrari, on the one hand, and the spread of ‘fragments’ of these battlefields all around the country, on the other. The latter phenomenon has not yet attracted significant interest from researchers. Boulders from the battlefields began to appear in the middle of village, town, and city squares across the country. They were considered ‘sacred’ since they were where hundreds of thousands of soldiers had fallen, ensuring Italy’s victory. As the boulders themselves were imbued with the fallen’s sacred blood, they were not carved but rather displayed within the monuments in their ‘natural’ shape. They were not intended to represent anything or communicate a specific message regarding war and death; they simply had to present themselves. The stone of which they were made was their main feature: just like relics, they emanated a sacred aura. Through their physical dissemination, the whole national territory could therefore be sacralised. To take their cue from this rebirth of relics were the ossari and sacrari of the late Fascist Regime, which used them as a propaganda weapon.","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":"43415845","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}
Alison Bedford, R. Gehrmann, Martin Kerby, M. Baguley
Australian war memorials have changed over time to reflect community sentiments and altered expectations for how a memorial should look and what it should commemorate. The monolith or cenotaph popular after the Great War has given way to other forms of contemporary memorialisation including civic, counter or anti-memorials or monuments. Contemporary memorials and monuments now also attempt to capture the voices of marginalised groups affected by trauma or conflict. In contrast, Great War memorials were often exclusionary, sexist and driven by a nation building agenda. Both the visibility and contestability of how a country such as Australia pursues public commemoration offers rich insights into the increasingly widespread efforts to construct an inclusive identity which moves beyond the cult of the warrior and the positioning of war as central to the life of the nation.
{"title":"Conflict and the Australian commemorative landscape","authors":"Alison Bedford, R. Gehrmann, Martin Kerby, M. Baguley","doi":"10.52289/hej8.302","DOIUrl":"https://doi.org/10.52289/hej8.302","url":null,"abstract":"Australian war memorials have changed over time to reflect community sentiments and altered expectations for how a memorial should look and what it should commemorate. The monolith or cenotaph popular after the Great War has given way to other forms of contemporary memorialisation including civic, counter or anti-memorials or monuments. Contemporary memorials and monuments now also attempt to capture the voices of marginalised groups affected by trauma or conflict. In contrast, Great War memorials were often exclusionary, sexist and driven by a nation building agenda. Both the visibility and contestability of how a country such as Australia pursues public commemoration offers rich insights into the increasingly widespread efforts to construct an inclusive identity which moves beyond the cult of the warrior and the positioning of war as central to the life of the nation.","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":"47132193","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}
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