“约翰·科廷来了”:记者英雄的历史意识

Caryn Coatney
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引用次数: 0

摘要

这篇文章揭示了记者作为记忆代理人在公众中塑造历史意识的核心作用,这在很大程度上是未被探索的。新闻工作一直以重述代表国家价值观的英雄人物的戏剧性故事为基础。r森(2004)将这种手法称为示范性叙事,他将其定义为一种历史意识。本文借鉴了r森的理论,为记者在发展模范民族英雄故事方面的持续工作提供了新的观点。许多研究都集中在主导集体记忆的单一信息上。这项研究展示了记者是如何帮助创造、破坏和重建澳大利亚二战总理约翰·科廷的记忆的,他是一个在重大危机中充满希望的例子。他们在国家建设的主题中塑造了一个代表国家价值观的英雄领袖,形成了多种叙事。认识到典范叙事是一种持续的、不断变化的工作,有助于阐明记者在引导公众历史观方面所做的努力,这些历史观表明了未来的可能性。
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“Here comes John Curtin”: The historical consciousness of a journalists’ hero
This article reveals fresh insights into the central, largely unexplored role of journalists as agents of memory for shaping a sense of historical consciousness among public audiences. Journalism has been anchored in the retelling of dramatic stories about heroic characters representing national values. Rüsen (2004) refers to this technique as exemplary narration, which he defines as a type of historical consciousness. This article draws on Rüsen’s theory to provide new views of journalists’ ongoing work in developing the story of an exemplary national hero. Many studies have focused on a single message dominating collective memories. This study shows how journalists helped to create, then disrupt and later reconstruct memories of Australian World War II Prime Minister John Curtin as an example of hope during a major crisis. They developed diverse narratives that portrayed a heroic leader representing national values within the theme of nation building. Recognising exemplary narratives as an ongoing, changing work helps to illuminate journalists’ efforts to orient public views of history that suggest future possibilities.
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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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