Despite Hitler’s efforts to transform Berlin into Germania, the capital of the new world he envisioned and which he believed would bear comparison with Ancient Egypt, Babylon, and Rome, there is little in the way of monumental architecture to bear witness to that ambition. Though there is only limited public evidence of Hitler’s architectural hubris present either in stone or steel, the same cannot be said of film. Leni Riefenstahl’s masterpiece Triumph of the Will (1935) (German: Triumph des Willens) is the most famous propaganda film of all time and a staple of university film schools and secondary schools across the world. At the time of its creation, celluloid motion picture film was a relatively new technology and the documentary format a nascent art form. Nevertheless, it was lauded almost immediately as a visually stunning imagining of the new regime and its leader. Though the film maker was subsequently reviled for her Nazi associations, as an art work her film has retained an almost miasmic aura that justifies continued re-assessment of its standing as a monument to the Nazi regime and the horrors perpetrated in its name.
尽管希特勒努力将柏林改造成日耳曼尼亚，他设想的新世界的首都，他相信这将与古埃及、巴比伦和罗马相提并论，但几乎没有纪念性建筑可以见证这一雄心。尽管只有有限的公开证据表明希特勒的建筑傲慢存在于石头或钢铁中，但电影却并非如此。勒尼·里芬斯塔尔的代表作《意志的胜利》（1935）（德语：Triumph des Willens）是有史以来最著名的宣传电影，也是世界各地大学电影学院和中学的主要作品。在它诞生的时候，赛璐珞电影是一种相对较新的技术，纪录片是一种新生的艺术形式。尽管如此，它几乎立即被誉为对新政权及其领导人的视觉震撼想象。尽管这位电影制作人随后因其与纳粹的联系而遭到谩骂，但作为一部艺术作品，她的电影保留了一种近乎平庸的氛围，这证明了继续重新评估其作为纳粹政权纪念碑的地位以及以其名义犯下的恐怖行为是合理的。
{"title":"Triumph of the Will: A memorial in film","authors":"Daniel Maddock","doi":"10.52289/hej8.304","DOIUrl":"https://doi.org/10.52289/hej8.304","url":null,"abstract":"Despite Hitler’s efforts to transform Berlin into Germania, the capital of the new world he envisioned and which he believed would bear comparison with Ancient Egypt, Babylon, and Rome, there is little in the way of monumental architecture to bear witness to that ambition. Though there is only limited public evidence of Hitler’s architectural hubris present either in stone or steel, the same cannot be said of film. Leni Riefenstahl’s masterpiece Triumph of the Will (1935) (German: Triumph des Willens) is the most famous propaganda film of all time and a staple of university film schools and secondary schools across the world. At the time of its creation, celluloid motion picture film was a relatively new technology and the documentary format a nascent art form. Nevertheless, it was lauded almost immediately as a visually stunning imagining of the new regime and its leader. Though the film maker was subsequently reviled for her Nazi associations, as an art work her film has retained an almost miasmic aura that justifies continued re-assessment of its standing as a monument to the Nazi regime and the horrors perpetrated in its name.","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":"44805138","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}
Martin Kerby, M. Baguley, Alison Bedford, R. Gehrmann
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.
{"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}
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.
{"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}
History education in many parts of the world is increasingly integrating the practices and sources of oral history. This rapprochement between the field of history education and the field of oral history presents an opportunity to allow students to engage with and develop the particular ways of thinking used by oral history practitioners and theorists. This study investigates how ‘oral historical thinking’ might be captured in a framework designed for educators, much like the various existing models of historical thinking, to support secondary students to analyse and interpret audiovisual interview sources in a way that emulates experts in the field. The study presents a prototypical ‘oral historical thinking framework’ and explores its possible applications to classroom teaching.
{"title":"Listening like a historian? A framework of ‘oral historical thinking’ for engaging with audiovisual sources in secondary school education","authors":"B. Martin, Tim Huijgen, B. Henkes","doi":"10.52289/hej8.108","DOIUrl":"https://doi.org/10.52289/hej8.108","url":null,"abstract":"History education in many parts of the world is increasingly integrating the practices and sources of oral history. This rapprochement between the field of history education and the field of oral history presents an opportunity to allow students to engage with and develop the particular ways of thinking used by oral history practitioners and theorists. This study investigates how ‘oral historical thinking’ might be captured in a framework designed for educators, much like the various existing models of historical thinking, to support secondary students to analyse and interpret audiovisual interview sources in a way that emulates experts in the field. The study presents a prototypical ‘oral historical thinking framework’ and explores its possible applications to classroom teaching.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42910268","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}
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.
{"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}
This paper discusses the obstructive dimension of specific declarative knowledge on historical thinking. Through considering the anthropological and social-psychological functions of stories, the author identifies potential difficulties individuals may face when trying to decipher, understand, and evaluate particular stories, as intended by historical thinking. By comparing the incapacity to cope with complex historic narratives with the effects of trauma, the paper discusses how approaches in narrative psychotherapy may add interesting insights to the domain of history education. The paper concludes that selection of declarative knowledge needs to be critically reviewed from a pathological perspective if historical thinking is set to be one of the main functions of history education.
{"title":"Story education: Assessing history education in light of narrative therapy","authors":"L. Garske","doi":"10.52289/hej8.105","DOIUrl":"https://doi.org/10.52289/hej8.105","url":null,"abstract":"This paper discusses the obstructive dimension of specific declarative knowledge on historical thinking. Through considering the anthropological and social-psychological functions of stories, the author identifies potential difficulties individuals may face when trying to decipher, understand, and evaluate particular stories, as intended by historical thinking. By comparing the incapacity to cope with complex historic narratives with the effects of trauma, the paper discusses how approaches in narrative psychotherapy may add interesting insights to the domain of history education. The paper concludes that selection of declarative knowledge needs to be critically reviewed from a pathological perspective if historical thinking is set to be one of the main functions of history education.","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":"45226835","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}
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.
{"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}
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.
{"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}
This paper investigates an important example of national identity formation in the Arab world and the role played by education and historiography. In Lebanon, like other states in the Middle East that became independent of colonial rule, a new form of national identity gradually developed following independence. Conflicting notions of national identity arose which resulted in a form of neo-traditionalism whereby political identities remained fluid and under-developed. Instead of developing a post-national decolonised identity, a debilitating and destabilising paradigm emerged, leading to the failure of decolonisation. By examining the failures of the construction of post-independence national identity, the paper will argue that these factors have led to instability and an overall crisis of legitimacy in Lebanon. By analysing these failures, recommendations are made to emphasise the importance of the role of history in education and how it may contribute to reconciliation and nation-building through civic participation.
{"title":"Decolonising Lebanon’s post-conflict sense of national identity via curriculum change and history education: An impossible task?","authors":"Nina Madaad, Minerva Nasser-Eddine","doi":"10.52289/HEJ8.208","DOIUrl":"https://doi.org/10.52289/HEJ8.208","url":null,"abstract":"This paper investigates an important example of national identity formation in the Arab world and the role played by education and historiography. In Lebanon, like other states in the Middle East that became independent of colonial rule, a new form of national identity gradually developed following independence. Conflicting notions of national identity arose which resulted in a form of neo-traditionalism whereby political identities remained fluid and under-developed. Instead of developing a post-national decolonised identity, a debilitating and destabilising paradigm emerged, leading to the failure of decolonisation. By examining the failures of the construction of post-independence national identity, the paper will argue that these factors have led to instability and an overall crisis of legitimacy in Lebanon. By analysing these failures, recommendations are made to emphasise the importance of the role of history in education and how it may contribute to reconciliation and nation-building through civic participation.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"8 1","pages":"140-155"},"PeriodicalIF":0.3,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48500109","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 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.
{"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}
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