“白”的线性传递:九年级“时间线”文本分析

K. Garrard
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引用次数: 0

摘要

本文借鉴历史和跨文化理论,探索“时间线”及其视觉语言作为“结晶文本”如何构建“白”的线性传播。当跨文化概念或与之相关的跨文化理解术语(ICU)与历史教育相关时,它带有对主流叙事的破坏的内涵。差异、多样性和“他者”的故事的缺失,在历史内容知识的关键包容和排除以及在关键教学法(如“年代学”)中组织的方式中得到了解释。除了对历史教师进行焦点小组访谈外,该研究还对九年级(13-15岁的学生)使用的“时间线”进行了文本分析,该时间线在这里被定义为“西方戏剧”,以线性进步为基本主题。它通过“水晶棱镜”的镜头进行分析,该棱镜在概念上借鉴了教育家Jörn rsen的基础工作,以探索历史,跨文化和话语之间的交叉点。
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Linear transmission of “whiteness”: A textual analysis of a year 9 “timeline”
This paper draws on theories of history and interculturality to explore how a ‘timeline’ and its visual language as a ‘crystallised text’ constructs the linear transmission of ‘whiteness’. When the concept of interculturality or associated term of Intercultural Understanding (ICU) is related to history education, it carries connotations of disruption to dominant narratives. The absence of difference, diversity, and the stories of ‘other’, are explicated in critical inclusions and exclusions of historical content knowledge and the way it is organised within key pedagogies such as ‘chronology’. In addition to focus group interviews with history teachers, the study conducted a textual analysis of a ‘timeline’ used at Year 9 (students aged 13-15) defined here as a ‘Western Drama’, underpinned by linear progress as a basic theme. It was analysed through the lens of a ‘crystal prism’ which conceptually draws on the foundational work of educationalist Jörn Rüsen to explore intersections between history, interculturality and discourse.
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来源期刊
CiteScore
0.80
自引率
33.30%
发文量
18
审稿时长
10 weeks
期刊介绍: Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.
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