Dissertations / Theses on the topic 'Historical consciousness'
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1
Thorp, Robert. "Historical Consciousness, Historical Media, and History Education." Licentiate thesis, Högskolan Dalarna, Pedagogik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14121.
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This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical consciousness a complex and vague concept. The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, application, development, and significance. The study includes research about historical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes historical consciousness an important concept for identity constitution and morality. The third paper proposes a methodological framework of historical consciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.Forskarskolan Historiska Medier (ForHiM)
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Todd, Jason. "Social remembering and children's historical consciousness." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:7a14abf5-e58c-44c7-98e7-c0465c68e121.
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This study explores how young people's engagement with history outside of the classroom shapes the development of their historical consciousness. Drawing on public discourses around the First World War (WW1), I address the implications of this engagement for history teachers and young peoples' learning. Recognising the active and dynamic construction of memory and meaning by young people, I develop the concept of social remembering. Building on socio-cultural perspectives, I examine the 'lived experience' of young people's memory work. Using WW1 as a context, and adopting an innovative mixed methods approach, the research was conducted over two stages. The first stage of the research used a quiz and survey to explore the extent and nature of young people's social remembering. In the second stage of the study I examined young people's memory work outside the classroom. I worked with several small groups of students to construct their own ethnographic accounts of societal and familial remembering and their emerging historical consciousness, fashioning these into ethnographic portraits. The research highlights the role that social remembering plays in young people's identities, including the ways in which they value and use history, attribute historical significance to events and orientate themselves in time. It shows how different forms of social remembering can both include or exclude young people and impact positively or negatively on young people's historical consciousness. An understanding of social remembering outside the classroom can support history teachers in the development of pedagogies that build on students' meaning making associated with public events such as commemorations. I argue that teachers can use the intersections between social remembering and disciplinary history to engage and support students in their study of history. Although the study originated within the context of history education, it has wider value, offering a ground breaking methodological approach to exploring young people's understandings of the past and in contributing to the historiography of historical memory.
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L'Hostis, Aurelie Marie. "Literature and historical consciousness in the French Caribbean." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609280.
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Björk, Jonas. "Att resonera historia utifrån de tre tidsdimensionerna : En studie om hur elever samtalar utifrån en historisk berättelse." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68138.
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The education in History has for a long time been strongly criticized for being based on simple facts, which makes it difficult for students to succeed in the curriculums requirements for using historical consciousness. Research points out that the students themselves have to create history in order to achieve the purpose of history education, as it becomes more alive to them if they themselves can create it. The pure faculty learning comes too far from their own experiences, which historical consciousness is based on. This study is a qualitative survey where students from grade nine in Swedish secondary school have had a free conversation in a group of five students based on a historical text. The research situation is based on parts of the Anglo-Saxon history-didactic research for historical consciousness, focusing on historical thinking and the ability to interconnect the three time dimensions, the past, present and future. The conversations was analyzed from the theoretical point of view of the study, chosen from the research situation, and suggested that the students constructed thematic categories based on the historical story, where deeper analysis could be conducted on the students' ability to reason history using history consciousness. The study's conclusion showed two characteristics of history consciousness where the students showed weak ability to one and good ability on the other. Through this, the study also provided a contribution to the subject topic History that could develop the teaching in history consciousness. This contribution could make it clear to the students what the concept of historical awareness means, through the use of history that the students themselves have been involved in and created.
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Twinn, Paul William. "Hegemony, Carib history and historical consciousness in St. Vincent." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1445178/.
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This thesis proposes that the Caribs of St. Vincent, who form a small minority in the island, have been the subject of a European discourse of alterity from the fifteenth century onwards. It further argues that the key tropes employed by this discourse were primarily reflexive and focused on emerging concepts of self and property. It is argued that, as a consequence of the hegemonic position that British culture attained in St. Vincent, the Vincentian population, both Carib and non-Carib alike, internalized these tropes. This has led most modern studies of the Caribs to present them as a marginalized population on the verge of extinction. This thesis argues that contrary7 to this misconception, the position of the Caribs has fundamentally altered in the period since independence and now features at the core of an essentialist discourse of national identity. Following a general introduction, the second chapter deals primarily with the construction of the traditional tropes associated with Caribness. In the third chapter the relationship of the Caribs to a developing European anthropology is examined with reference to concepts of natural law. This is followed by an analysis of the insertion of the island of St. Vincent into the mercantilist world system. In chapter four the historiography of the Caribs is considered in terms of the influence of British texts, and alternative sources of information, primarily French and Dutch, are considered in terms of the development of an historical hegemony on the island Chapter five discusses the events in the latter half of the twentieth century which served to reinforce the stereotypes of the preceeding centuries and yet which, it is argued, brought about the possibility of new forms of self-identification. The following chapter deals with the role of land ownership as a catalyst for Carib self-consciousness. The antepenultimate chapter deals with modern historiography and the influences of supra-national discourses in the Caribbean, whilst the penultimate considers the role of the Caribs in modern party politics in St. Vincent. The thesis concludes with a summary of the theoretical implications of this study.
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Bayless, Joseph. "An Iron Catalyst: Virginia’s Roadside Historical Markers and the Shaping of a Historical Consciousness." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2339.
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The thesis analyzes the origins and the formative period of Virginia’s historical marker program. It shows that historical markers were critical to the success of Harry Flood Byrd’s administration and his Commission on Conservation and Development. The thesis also examines how Virginia’s marker program set the standard for roadside commemoration across the entire United States. Lastly, the work appraises the influence of Dr. Hamilton James Eckenrode, his pioneering methods of historical commemoration, and his central role in the success of Virginia’s marker program.
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Sjunnesson, Ludvig. "Simulated History as Life's Teacher : Investigating the potential for historical simulation games to nurture historical consciousness." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38386.
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This paper explores the potential of historical simulation games to nurture historical consciousness. Merging the subject of history and game studies, the material analyzed is the digital game Crusader Kings 2 as well as player created narratives spawned from it. The paper uses a mixed method from game study and history didactics, and theories of historical consciousness to interpret the material. The study shows that the potential to develop historical consciousness do exist in the historical simulation game, and that the narratives that players create from play contain signs of historical consciousness. The study opens up the field for future case studies where the development of historical consciousness through historical simulation can be tested in a formal school setting.Denna studie undersöker potentialen hos historiska simulationer i digitala spel att utveckla historiemedvetande. Ämnet historia och spelstudier blandas i denna uppsats där det digitala spelet Crusader Kings 2 och tillhörande spelarskapade narrativ undersöks. Studien använder en blandad metod från spelstudier och historiedidaktik. Teorier om historiemedvetande används för att tolka materialet. Undersökningen visar att det finns potential för detta historiska simulationsspel att utveckla historiemedvetande. Den visar även att tecken på historiemedvetande syns i de spelarskapade narrativen. Studien öppnar upp för framtida fallstudier där utvecklingen av historiemedvetande genom historisk simulation kan testas i formell skolmiljö.
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Li, Hao. "Communal memory and historical consciousness in George Eliot's later novels." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239159.
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Wakely, Maria Eve. "The historical consciousness of Ulysses : James Joyce's gendered, national aesthetics." Thesis, University of Wolverhampton, 1996. http://hdl.handle.net/2436/97368.
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Apostolidou, Eleni. "The historical consciousness of 15-year-old students in Greece." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020524/.
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Johansson, Marcus. "Historiebruksförståelse : Förståelser för historiebruk." Thesis, Högskolan Dalarna, Historia, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35816.
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The purpose of this paper was to examine understandings of uses of history in teachers’assignments. Inspired by grounded theory an analysis was made of teachers’ assignments anddifferent concepts, categories and propositions were found. The main finding concerningunderstandings of uses history was that it relied upon the consideration’s teachers had madeduring the process of creating assignments. This one-sidedness was the springboard forsuggestions made for future undertakings in didactical research pertaining to understandingsof uses of history.
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Larsson, Amanda. ""Det känns som att det aldrig har hänt" : En studie om elevers intresse för det förflutna." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33198.
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The purpose of this essay was to survey the students’ interest for the past; in order to create new method tools for the teaching of history in today’s school. From this purpose, this question emerged: What kind of aspects affect the students’ interest for the past. How do these aspects promote the students’ historical consciousness? Are these aspects opportunities or holdbacks for the teaching of history’s purpose to develop the students’ historical consciousness? Interviews were conducted and from these five different categories were created: the past in everyday-life, interest for the past, acquisition of knowledge, how the past affects and the interest for history in school. These five categories were analyzed by using the concept and theory of historical consciousness. The result was that elder relatives and parents belong to the biggest factors, as well as the teaching of history in school. However, the crucial factor was whether the students could at all relate to the past. Furthermore, the interviewed students have a historical consciousness; however, it is flawed due to the fact that they do not see history as a whole.
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Giampapa, Robin M. "Constructing historical consciousness in Greece syncretism in the context of European unification /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1126036336.
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Anttalainen, K. (Kati). "Decolonising the mind?:national identity and historical consciousness in Cameroonian history textbooks." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306051458.
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The thesis focuses on history textbooks in the contemporary Anglophone Cameroon and aims at studying what kind of history consciousness and national identity is promoted in the textbooks. History is essential for the forming of national identity. School textbooks reveal officially recognised historical truths in a country, and therefore provide a fruitful source for studies on historical consciousness and national identity. Eurocentrism and western traditions of historiography are essential to take into account in the African context. Also in Cameroon, the schooling was originally established by colonial regimes and aimed at colonizing the mind of the natives. Colonial heritage has shaped the history writing in the African context until the present day and has its effects also on the analysed Cameroonian textbooks.
The production of a nationally distinguished publishing house Anucam Educational Books (ANUCAM) was chosen, because of the vast potential that lays in the national publishing industry in African countries, including in Cameroon. The levels of education covered primary (classes 4–6) and lower secondary education (forms 1–5) where the enrolment rates are higher than in the upper secondary education. The historical consciousness is likely to have a more significant basis in these levels of education.
Both quantitative (space analysis) and qualitative content analysis (imagology) were used in analyzing the textbooks. I first sketched quantitative tables on the geographical division of the textbook contents into world history, regional history (history of Africa and Europe) and the national history (history of Cameroon). The majority of contents discusses national history (32 %) and the history of Africa (32 %). With a share of 15 %, the history of Europe has a significant role in the textbooks. As regards the timely periods, the contemporary history is almost totally absent. For example, the past 30 years of the history of Cameroon, hence the period under the rule of president Paul Biya, is covered with only 5 %.
In the qualitative analysis it will be examined, how the “self” and the “nation” are perceived in the textbooks In examining the image provided of the “self”, the narratives examined are: the origins of Cameroon and the Cameroonians, the “exterior self” and the relation of the “self” with the Western civilisation. The entire formation of Cameroon is seen as a European creation, terminology stemming from the colonial interpretations, is used in descriptions on the Cameroonians and the image of the Western civilisation is loaded with positive connotations of development.
In examining the image of the “nation”, the narratives were linked with the state-produced discourse of “national unity”. The process of becoming independent was examined as well as images of leading historical figures and the presidents of Cameroon. Achieving independence appears as a destined historical thread in the textbooks. Leading historical figures are represented necessary for the national unity, which again is seen central for the prosperity of civilisations. Mostly without any criticism or analytical reflection, the presidents are presented as creators of this national unity in Cameroon.
Taking into account the central role of history in the forming of national identity, it seems surprising that textbook content analyses in the African context are largely absent. When aiming at improving the quality of education, it is not enough to focus on increasing the access to textbooks. As the international discourse on educational development goals Post-2015 is increasingly tuned to learning, more attention should be paid also to the quality of learning materials. Textbook content analysis can support national efforts of improving the quality of learning materials — an objective explicitly expressed also by the government of Cameroon in its educational policy lines.
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Bales, Brittany. "Viewing History Through a Lens: The Influence of Film on Historical Consciousness." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3688.
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This thesis presents an interdisciplinary study of the significance of contemporary film in our understandings of gender, race, and sexuality in Georgian England. I argue that while films set in this period may lack the subtleties and depth of the realities that make up the Georgian era, they are still valuable in informing current discussions concerning race, gender, and sexuality. By examining such films, we learn not only more about the Georgian period and how it is presented and understood by contemporary audiences, but these films tell us much about our own biases, attitudes, and society.
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Duncan, Rosemary. "Projecting Ireland : the historical consciousness of Irish film in the 1990's." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/17615.
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Bibliography: pages 112-114.In the following dissertation, I have undertaken to explore the very wide-ranging yet largely unexplored territory of Irish cinema. I have confined my study to the 1990s (other than a brief overview of the Irish film industry in my Introduction) in an attempt to express the revolutionary global success that all aspects of Irish culture have experienced in this decade. The central point, which I reiterate throughout the dissertation, is that, while Irish filmmakers are increasingly concerned with defining "Irishness" for themselves and the world, they inevitably encounter much confusion and ambivalence, and are often criticised for it. For this reason, I have uncovered many ambiguities in the films I have watched, which defy strict categorisation, other than in terms of their settings, which I describe in terms of "war-torn Belfast", modern Dublin and "the rural idyll". Nonetheless, I have divided the essay into three main sections, other than the Introduction and Conclusion, which themselves contain subsections, and which encompass the major themes which recur in Irish films. Section Two is a broad study of those films which deal with the political violence, known as the Troubles, that defines Northern Ireland. This includes a stereotyped American portrayals as well as a more recent IRA bias, beginning with Neil Jordan's attempt to put a new version of history on film in Michael Collins. The conclusion I come to is that filmmakers are ultimately trying to provide a balanced view of the situation and one that condemns violence. Section Three deals with the intertwined themes of women, family, sexuality and the Catholic Church. The traditional conservatism in Ireland is outlined before I show how recent films reflect the changes in moral attitudes and the new freedoms of sexuality that the younger generation is experiencing. Lastly I look at the special situation of women in the North, where they and their families are the long-suffering victims of the violence. Section Four continues the theme of the changes which are sweeping over "Modern Ireland", largely due to its opening-up to outside influences, particularly those of America. The dichotomies of this newly-modernised society are still evident, as I discuss in the section on the historical importance of land, which is expressed not only in the "rural idyll" films, but in those which deal with the move to the urban lure and squalor of Dublin. Finally I look at how the traditional and mythical still exist in modern Ireland, and how the combination of these aspects of the past and present is shown to suggest a positive way into the future.
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Di, Rosa Dario. "Frustrated Modernity: Kerewo Histories and Historical Consciousness, Gulf Province, Papua New Guinea." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/148575.
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This thesis takes Kerewo historical consciousness as the frame
for an analysis of the ways in which reflections on the past are
fundamentally informed by orientations towards the future. In
particular, I draw on various representations of the historical
event of the killing of missionary James Chalmers in 1901, and
its consequences, to explore local conceptions of modernity as a
moral state withheld from Kerewo in the absence of a
reconciliation with their past. This particular historical
episode occupies a central place in contemporary Kerewo
understandings of their perceived marginality within the
post-Independence state of Papua New Guinea, and more widely in
the world system.
This marginality is manifest in Kerewo daily experience as a lack
of services and infrastructure, despite the presence in the area
of a multi-billion dollar resource extraction enterprise. The
roots of this perceived lack of ‘modernity’ are sought in the
colonial past, and articulated in moral terms through historical
narratives. The colonial era emerges from these narratives as the
period in which Kerewo were exposed to modernity in its
ideological and material forms. Yet, the promises and expectation
of an amelioration of life conditions engendered by several
colonial discourses never materialised, leaving contemporary
Kerewo people with a sense of frustrated modernity. It is the
conflation of the colonial era with the idea of modernity that
informs Kerewo historical consciousness, and thus it is by
ritually addressing the colonial past that Kerewo people seek to
transform the ‘frustrated modernity’ of the present into a
better future.
What emerges from the analysis of the historical and ethnographic
material that constitutes the core of this dissertation is that
historical consciousness consists fundamentally of a social
process – which emerges from the social labour of history-
making – to apprehend present conditions through reflection on
the past informed by competing orientations toward the future.
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Lindmark, Andreas. "Historiemedvetande i skolan : En studie i hur historiemedvetande tar sig i uttryck i lärares utsagor om sin undervisning." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-154430.
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In this study historical consciousness is the main object of interest. Historical consciousness has been described as a problematic didactical tool for teachers to use in the daily activity. The reason for it is because the concept is somewhat vague and there is no clear consensus for how to use it. However, in the Swedish guidelines for how teachers should work, history historical consciousness is mentioned as the purpose of all historical education. Because of the important role of this concept, this study tries to once more to evaluate how teachers work with the concept in their daily activity. What separates this study from previous ones is that it focusses on the aspects of historical consciousness instead of teachers understanding of the concept. Seven teachers where interviewed about how they teach history and their description was compared to a theoretical background regarding historical consciousness. The result showed that all teachers that participated in the study work with historical consciousness in some regard, some more than others. How teachers work with the concept is also described. The main conclusion of the study is that teachers that follow their national guidelines of the history subject tend to work with historical consciousness whether there are aware of it or not.
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Trehearne, Lara. "The Canadian Memory Fund: Digital Archives, Historical Consciousness and the CBC/Radio-Canada." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31463.
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This study examines the efficacy of the Canadian Memory Fund to advantage the
use of digital archives for the purposes of developing historical consciousness in
Canadian students and life-long learners. The perceived significance of digital archives to this end is reflected in the launch of the Department of Canadian Heritage’s (PCH) Canadian Culture Online Program (CCOP) in 2000. Employing a qualitative research design, this study examines how PCH defined the challenges to Canadians’ historical memory, and conceived of a technological solution to this inherently cultural and educational challenge. Using a case study, the strategies deployed by the CBC and Radio-Canada digital archives units, funded recipients of the CMF, to achieve the intended goals of the CCOP, and whether the resulting websites meet the technical criteria for the study of historical consciousness, are examined.
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Dotterweich, Michael. "Ernst Wilhelm Hengstenberg the task of biblical interpretation amidst an emerging historical consciousness /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Taylor, Jack A. III. "Consciousness in Black: A Historical Look at the Phenomenology of W.E.B. Du Bois and Frantz Fanon." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1193848303.
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Panikian, Helen. "Läromedelsanalys utifrån ett historiemedvetande och genusperspektiv : En studie av historieläroböcker från 1970-80-90-2000-talen." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1519.
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This essay focuses on how women and the woman emancipation are described in high school history textbooks from the years 1970, 1980, 1990 and 2000, using the theories history consciousness and gender. Two textbooks are analyzed from each period. There are several gender theories, in this essay it is Yvonne Hirdman’s theory concerning woman- and gender history that is used. This means that the woman emancipation and women’s history are analyzed from the perspectives invisible, add, and-, how- and gender history. Concerning the theory history consciousness Jeisman’s four definitions are used. The woman’s role and the woman emancipation are also examined from the variables work, education and the woman’s role at home.
During analyzing the text books it became clear that the presence of a history consciousness and gender perspective gradually became higher the newer the textbook was which means there were big differences in the books from year 1970 to year 2000.
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Cullen, Rose Ishbel. "Restoring, Renovating and Conserving Old Houses: Homeowners and historical consciousness in Australia 1960 – 2018." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21158.
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From the 1960s Australian homeowners were increasingly valuing nineteenth-century houses for their original features and their age. Since the early 1980s this phenomenon has spread to include early twentieth-century houses and some mid-twentieth-century houses. This thesis argues that caring for old houses as historically valuable emerged from the 1950s, developed in the 1960s, began to be regulated and professionalised in the 1970s, was an established cultural practice by the late twentieth century and manifested in new ways in the 2000s. Starting in inner-city suburbs in the south-eastern states, it spread quickly to rural areas, and became a national pursuit with geographic variation. Within this overarching narrative I develop three lines of argument. First, I investigate how individuals’ historical consciousness has developed, influenced by family, education and cultural aspiration. The nature of historical consciousness has ranged from a general sense of pastness to specific, detailed historical awareness. Individuals have perceived historical value in provenance, aesthetics, materials and workmanship, the nation and how life was lived in the past. Second, the valuing of old houses – a specific form of domestic historical culture – has both influenced and been influenced by broader Australian public historical culture, including popular and scholarly forms of history. Third, successive revaluing of historical styles of architecture and material culture, from preserving Georgian facades to recreating the domestic interiors of Mid-Century Modernism, has revealed an ever-quickening process of revisiting the styles of the recent past. In its myriad manifestations, caring for old houses and domestic objects has played a significant role in shifting and deepening Australians’ historical consciousness.
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Stammers, Thomas Edward. "Collecting cultures, historical consciousness and artefacts of the old regime in nineteenth-century Paris." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608800.
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Seguin, Kimberley. "Difficult Knowledge and Alternative Perspectives in Ontario's History Curriculum." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39384.
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This study used qualitative research methods to analyze the ways in which difficult knowledge is represented in Ontario’s 2013 and revised 2018 history curriculum (Grades 7, 8, 10). Difficult knowledge promotes serious discussions about weighty topics – often entrenched in collective memory – and invites readers to reflect on the different values, beliefs, and perspectives around such topics. In this study, difficult histories refer to contested depictions of past violence and oppression as they appear in historical narratives and curricular frameworks (Epstein and Peck, 2017). Examining the curriculum using the lens of difficult knowledge allowed me to consider how educators might foster reconciliation through engagement with chapters in Canadian history. The content analysis considered the difficult knowledge topics in history curricula and the approaches proposed to encourage perspective-taking. The study used a critical sociocultural approach to explore how Ontario’s official curriculum represents difficult knowledge using multiple perspectives in general, and Indigenous perspectives, specifically. In an effort to gain a better understanding of the curricular resources currently available, this study contributes to knowledge growth by identifying entry points in the curriculum that serve to help teachers introduce difficult knowledge using disciplinary thinking and Indigenous epistemic themes. The main goal with this research is to provide recommendations to guide policy, research, and practice in the integration of Indigenous perspectives and knowledges in ways that are meaningful to learners.
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Greenberg, Devorah. "Metahistory of the everyday : historical consciousness in lived existence : (set in late eighteenth century Britain)." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30620.
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This paper argues that historical consciousness is a conceptual system comprising interactive
elements which allow evaluation of the temporal/historical universe and self placement in time/history.
It further contends that historical consciousness operates in lived existence and may be analyzed
through personal life records- diaries.
The elements of historical consciousness, identified by assessing previous works on the
phenomenon, comprise a model which is applied to seven British diaries written in the late eighteenth
century. Application allows description of a specific manifestation of historical consciousness. In the
tradition of mentalite we will see both how the diarists make sense of temporal/historical experience
and what kind of sense they make.Arts, Faculty of
History, Department of
Graduate
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Anderson, Edmund B. "Natural law and historical consciousness in the writings of John Courtney Murray a re-examination /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Purvina, Elizabete Marta. "Historical culture of Soviet mass deportations in contemporary Latvia. How do cultural expressions form historical narrative and use of history?" Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23994.
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This thesis discusses the Soviet mass deportation historical culture narrative formation and their use of history in contemporary Latvia. Looking to find research answer to question of: How are the Soviet mass deportations of 1941 and 1949 used in, and forms Latvian historical culture, in the novel Five Fingers and the film Chronicles of Melanie? The analysis is done via three connected parts using concepts of use of history, cultural and social memory. First, the paper gives an analysis of socio-historical context giving the historical background of mass deportations and the emerging historical culture use in society since 1986. The second part of the paper focuses on two separate narrative analysis of Latvian cultural expressions. The book “Five fingers” by Mara Zalite and the film “Chronicles of Melanie” dir. Viesturs Kairish. Both works analysed by their portrayed story narrative of deportation experience and how they form cultural narratives and use history within the work. The last part of the paper is interpretation- reinterpretation of socio-historical and narrative analysis together. To see the role of the novel and film, have in the use of historical culture, and how they help form the historical narrative in society. Analysing the broader context via social media responses book and film received from the public and seeing how cultural works are forming historical culture in Latvia. The thesis concluded that the novel and film are moral and existential uses of history, as they discuss topics censored during the Soviet period. The authors feel a duty to bring accounts of the past back to the centre of attention in order for people not to forget. Additionally, both works are playing a part in forming new narrative within historical culture, by moving away from identifying as the victim of soviet deportations to survivors of the past. Thus, playing an important role in Soviet mass deportation historical culture in Latvia.
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Taylor, Jack A. "Consciousness in Black a historical look at the phenomenology of W.E.B. Du Bois and Frantz Fanon /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1193848303.
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Schiller, Neil Michael. "The historical present : notions of time, history and postmodern consciousness in the work of Richard Brautigan." Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569149.
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This thesis examines the evolving intellectual agenda of Richard Brautigan throughout his artistic career, and through his engagement with the contemporary counterculture, towards a rationalisation of the very mechanisms of consciousness and awareness. His analysis of social precepts, the concept of moment within models of history and time, and the processes of concurrent perception encapsulate the social struggle for self understanding and identity inherent within his cultural environment. At the centre of his literary technique lies a dichotomy in which his attempts to transcend the restrictive infrastructures of narrative codification are constrained by the capabilities of a readership that can only receive information transmitted in a conceivable manner - adherent to those same codes and signifiers that he wishes to deconstruct. The following work seeks to explore this dichotomy and to assess how successfully the author managed to mitigate it. Brautigan's relationship to both the Beats and the emergent counterculture is explored as the genesis of his intellectual dissatisfaction with existing concepts of meaning and truth. From his appropriation of postmodernist techniques is drawn a hypothesis that the author sought to present a model of consciousness that accurately depicts its pro active construction of signification from a chaotic and limitless source of stimuli. By subverting time and history to the microcosm of the moment, Brautigan illustrates the latent power of the single point of awareness in defining its own reality. Once this has been established, the subsequent chapters of this work seek to examine the aesthetic methods the author uses to articulate his thesis. His utilisation of genre is explored with specific reference to the theories of Northrop Frye, his use of comedic constructs is analysed in light of their Surrealist content, and his appropriation of Zen Buddhist principles is examined with particular attention paid to his use ofHaiku and the fusion of Haiku with postmodernism. Central to each of these approaches is an application of Jungian analysis to determine Brautigan's use and subversion of archetypal images. The author's idiosyncratic presentation of autobiographical data is then investigated to assess how successfully he manages to reconcile the process of consciousness, and its potential to liberate, with his own identity. Finally, his engagement with gender politics is examined to illustrate the limitations of his hypothesis and the point at which it fails to satisfactorily apply. The crux of Brautigan's aesthetic agenda is therefore defined herein as the diagnosis of perceptual methods intended to promote enhanced self awareness and a more complete state of informed consciousness. This thesis strives to first establish this hypothesis contextually within the author's work, then to examine the methods utilised by Brautigan to expound upon it, and finally to apply the hypothesis to instances of self-representation and sociological issues apparent within the texts to ascertain how sound an intellectual proposition it is.
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Ellman, Richard Joseph. "Historical Imagination in/and Literary Consciousness: The Afterlife of the Anglo-Saxons in Middle English Literature." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002897.
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Grundström, Markus. "Gymnasieelevers inställning till och förståelse av historieämnet med fokus på lärarens betydelse." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37418.
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This study examines students’ attitude towards and understand of history as a school subject. The study is particularly interested in how the teachers’ role affects the student’s attitude. The results of this study may help to shed some light on the relationship between attitudes towards the subject and the opinion of the teacher. The study is based on qualitative interview method where twelve (12) students have been interviewed through a semi-structured interview with help of an interview guide. The students are from preparatory and vocational programs from different upper secondary schools (gymnasium) in a medium-sized municipality in Sweden.The results show that most of the students have a positive view of history as a subject, with no distinctive differences between the programs. A common idea teacher have is that students from an occupational preparing program show less motivation and engagement towards a theoretical subject as history, this study proves that idea wrong. Moreover, the results show that teachers hold a significant impact on the students’ attitude towards the subject. The relationship between the teacher and the students is critical for the motivation and commitment from the students. According to this study’s results, the teacher must have a commitment towards the profession as well as the students. It is evident if the students feel a commitment from the teacher, their own motivation is empowered.
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Pato, Maria de Lurdes Correia. "A consciência histórica nos jovens a partir da narrativa." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/23160.
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A preocupação com o desenvolvimento de uma consciência histórica nos jovens tem
sido um tema central na investigação em educação histórica, ao longo dos últimos
anos.
Muitos estudos têm sido produzidos nesse sentido, alguns dos quais tendo por base
os trabalhos de Jörn Rüsen, Peter Lee, Maria Auxiliadora Schmidt, Isabel Barca e
Kate Hawkey, entre outros.
Neste trabalho, tomando também como ponto de partida artigos dos mesmos autores
sobre narrativa histórica e o seu papel na construção de uma consciência histórica
entre jovens do 3º ciclo do Ensino Básico e Ensino Secundário, propõe-se a
construção de um estudo empírico em que sejam percetíveis os principais pontos de
referência histórica para estes jovens. Dados recolhidos entre duas escolas, uma do
interior Sul e outra do litoral centro de Portugal, permitem uma visão genérica sobre
os temas da História nacional e internacional, bem como das personalidades que mais
tocaram estes alunos.
Os resultados no global apontam no mesmo sentido de estudos empíricos efetuados
pelos já referidos autores. Novos desafios se colocam ao ensino da História devido
ao desenvolvimento de novas tecnologias que colocam os jovens em contacto com
um enorme manancial de informação sendo necessário gerir esse manancial e
conduzi-los a um caminho para a consciência histórica, dentro da sala de aula; Abstract:
The concernment about the development of a historical consciousness in young
people has been a central theme in the investigation in historical Education during the
last years. Many studies have been produced concerning that area; some of them are
based on the work of authors as: Jörn Rüsen, Peter Lee, Maria Auxiliadora Schmidt,
Isabel Barca and Kate Hawkey, amongst others.
In this work, accounting the information collected from referred authors about historical
narrative and its role to build historical consciousness amongst the youth, from lower
to upper secondary schools, we propose the construction of a study which can allow
understanding the main historical references to this youth.
Data were collected between two schools, one from Southern Portugal, and other from
Central Portugal; we are allowed to have a generic vision about the main themes of
national and international History, such as main personalities that have “touched”
these students.
The global results point in the same direction as the results revealed on other studies
or papers, produced by the cited authors. New challenges are hitting historical
education, considering the development of ICT which provides a huge source of
information, are becoming necessary to manage those sources and lead them to a
path in historical consciousness inside the classroom.
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John, Richard Thomas. "Fictive ancient history and national consciousness in early modern Europe : the influence of Annius of Viterbo's 'Antiquitates'." Thesis, University of London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343420.
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Milano, Nicole. "By the river of Babylon historical consciousness and apocalyptic discourse in Luigi Guicciardini's Il sacco di Roma /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0025150.
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Gunnerdal, Hans, and Kristoffer Håkansson. "”Ohistoriskt mög” - Kontrafaktisk historia som pedagogisk metod." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36132.
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Vi ville undersöka några svenska gymnasielärare i historias attityder till att låta sina elever arbeta kontrafaktiskt. Vilka svårigheter de ser med arbetet, hur de arbetar eller kan tänka sig att arbeta med det och om de såg några specifika för- eller nackdelar jämfört med mer traditionell undervisning? För att ta reda på detta utförde vi kvalitativa intervjuer medyrkesverksamma lärare. Vi hörde inte av oss på förhand om huruvida de arbetat kontrafaktiskt tidigare och vi väntade oss en viss skepsis mot arbetssättet. Men vad vi fann var att även om inte alla medvetet arbetat med det så var alla insatta i, och positiva till, metoden. Och trots attde var eniga om att det innebär stora svårigheter att arbeta kontrafaktiskt så vittnade de samtidigt om stora fördelar, såsom effektivt utvecklande av historiemedvetande, främjande avhistorisk empati, samt motverkande av historisk determinism.We wanted to investigate some Swedish high school history teachers' attitudes towards letting their pupils work counterfactually. Which difficulties they see with this kind of work, how they are working or can fancy themselves working with it and whether they see any specific pros or cons compared to more traditional education. To find these answers we conducted a series of qualitative interviews with working teachers. We did not inquire before hand as to whether they ever had been working counterfactually and we expected some degree of scepticism towards this way to work. But what we found was that even though not all of them had tried working this way, they were all well informed on the subject and favourable towards the method. And despite being unanimous about the difficulties of working counterfactually,they testified to the great advantages to doing so, such as benefiting the development of a historical consciousness, promoting historical empathy and countering historical determinism.
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Johansson, Cecilia. "Högstadieungdomar skriver historia på bloggen : undervisning, literacy och historiemedvetande i ett nytt medielandskap." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-16672.
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The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge. In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical framework for historical conscious-ness was included. The results show that in using the writing practices a literacy characterized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly coherent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness.Under senare år har sociala medier introducerats i undervisningen som verktyg för lärande, men hur interagerar dessa nya möjligheter till kommunikation och sam-arbete med en formell undervisningssituation i historia? I Högstadieungdomar skriver historia på bloggenbeskriver och undersöker Cecilia Johansson ett möte mellan sociala medier och historieundervisningen när högstadieelever skriver inlägg i form av dagboksanteckningar från Andra Världskriget på en klassblogg. Det kollaborativa författarskap som många elever uppvisar tycks ha påverkat både hur och vad eleverna lär sig. Dessutom synliggörs en lärprocess där ett historie-medvetande ges förutsättningar att utvecklas.
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Gunnarsson, Theresia. "Eleverna återtar historien med fantasi och berättelser om framtiden." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37304.
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The purpose of this paper is to investigate historical consciousness through how pupils perceive history as a school subject. Jörn Rüsen´s three dimensions, the political, the cognitive and the aesthetic, of history culture has been applied in order to highlight pupils communicated historical consciousness. Historical consciousness can be regarded as the impact our interpretations of our past has on our understanding of the present and expectations of the future. Characteristic of historical consciousness is historical time and story. Historical time is subjective and builds on experiences and expectations in which all time dimensions operates in a contemporary era, and the story is a linguistic form of historical consciousness where we communicate experiences of the past, the present and expectations for the future. Pupils in grade 2 and 3 have been interviewed to clarify their perception and interpretation of history. The three dimensions of historical culture show that it is a politically contradictory story that takes precedence over the history of teaching. The results of the analysis show that the pupils historical consciousness is limited to the past and the present, while the future has not been explicitly addressed in the teaching. At the same time, the dimensions of historical culture have highlighted that the pupils themselves have the capacity to activate and develop their historical consciousness. Aided by imagination and the creation of stories the pupils allow themselves to approach the future through their own experiences and interpretations of the past. This sets a framework for expectations and dreams of the future. The same framework enables the pupils to approach the past by entering imaginative worlds interpreted as a resemblance of life in the historical past.
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Billman, Emelie. "Återstoden av postkolonialism : En analys av historiekunskapens läromedel." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43006.
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Detta arbete behandlar huruvida läromedlen Utkik 7-9 Historia och SO direkt historia ämnesboken, som används för historiekunskap i årskurs 7-9, följer läroplanens värdegrundsuppdrag om att främja det mångkulturella samhället eller indirekt motarbetar det. Fokus i den kvalitativa undersökningen av läromedlen är att studera utifrån vilka perspektiv utomeuropeisk historia berättas och om dessa perspektiv öppnar upp eller förhindrar utvecklandet av historiemedvetande och historisk empati, som således bör främja nutida mångkultur. Undersökningen har därför gjorts utifrån de två perspektivbegreppen eurocentrism och interkulturellt lärande, två ytterligheter när det gäller historieframställning och där interkultur arbetar mer i främjandet av mångkultur. Vidare sker en komparativ analys för att se om något av läromedlen gör ett bättre jobb i uppfyllandet av värdegrunden. För att ge bakgrund till arbetet används utdrag från Skolverkets hemsida samt från grundskolans läroplan. Undersökningsfrågorna baseras i olika typer av tidigare forskning utförd av Niklas Ammert, Lars Nyström (med flera), Peter Gran samt Maria Johansson. Resultatet av undersökningen visar att läromedlen inte lever upp till läroplanens krav eftersom de båda till övervägande del präglas av eurocentriska perspektiv snarare än interkulturella. Detta förhindrar således för elever att utveckla ett historiemedvetande och historisk empati.This essay examines whether or not the textbooks Utkik 7-9 Historia and SO direkt historia ämnesboken, which both are used as teaching materials in compulsory school history (grades 7-9), meet the values of the curriculum concerning the support of a multicultural society. The qualitative study therefore investigates from which perspectives non-European history is described, and if those perspectives enable or prevent the development of historical consciousness and historical empathy, two qualities that benefit multiculturalism. Therefore, the examination has its foundation in the two perspective concepts eurocentrism and intercultural learning, which are each others opposites when it comes to historical representation. In short, intercultural learning has a bigger focus on embracing multiculturalism. A comparative analysis is also carried out to examine if one of the two textbooks do a better job fulfilling the values of the Swedish curriculum. Extracts from the compulsory school curriculum and from Skolverket's website will be used as background for the investigation. The survey questions are based on different research done byNiklas Ammert, Lars Nyström (and others), Peter Gran, and Maria Johansson. The result from the study shows that both textbooks fail to meet the requirements of the curriculum since they are predominantly characterized by a eurocentric perspective rather than an intercultural one. Therefore they also prevent students from developing historical consciousness and historical empathy.
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Jaksic, Bozovic Lara. "Då, nu och sedan en orientering i tiden : En kvalitativ undersökning i vilken grad historiemedvetande främjas i historieundervisning." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-40658.
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The purpose of this study is to examine levels shown to aim historical consciousness in history teaching in Swedish Elementary school. The study aims to answer the following questions: What levels of historical consciousness are found in history teaching? What are the reasons behind the levels shown of historical consciousness? The methods used in this study are qualitative research methods interview and observation. The analysis is based on Jörn Rüsens theory of functions of historical narrations for historical consciousness. The study has shown and concluded that there were very low levels to aim historical consciousness in history teaching based on principles of Jörn Rüsens theory.
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Ribeiro, Regina Maria de Oliveira. "Tudo isso antes do século XXI: estruturas e significados em narrativas da história do Brasil por estudantes do ensino fundamental." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12112012-143015/.
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O objetivo do estudo foi compreender como estudantes do ensino fundamental mobilizam elementos e operações do pensamento histórico suscitados pelo desafio de narrar a história do Brasil. A tarefa enfrentada pelos sujeitos da pesquisa provocou uma série movimentos cognitivos: selecionar eventos, personagens, períodos e conceitos na longa temporalidade, interpretá-los e articula-los num relato explicativo que servisse de orientação para o interlocutor. Para consecução dos objetivos propostos, a investigação partiu da reflexão sobre as relações entre pensamento e linguagem, tomando as formas narrativas como ferramentas culturais fundamentais no processo de desenvolvimento cognitivo e na aprendizagem. Com essa premissa, foram discutidas as especificidades da narrativa na produção do conhecimento histórico, suas relações com a aprendizagem histórica e a formação do pensamento/consciência histórica, tendo como referencial teórico principal as proposições de Jörn Rüsen (2001, 2009) sobre a constituição narrativa do conhecimento e pensamento histórico e das estruturas da consciência histórica. No percurso metodológico de caráter qualitativo buscou-se articular os aportes de Rüsen com referenciais oriundos de pesquisas empíricas, notadamente as realizadas pela Educação Histórica no Brasil e em Portugal, de modo que subsidiassem a análise dos materiais escritos recolhidos em oito turmas da oitava série/nono ano de uma escola da rede municipal de São Paulo em 2010 e 2011. Foi realizada a descrição e análise dos marcadores históricos (acontecimentos, agentes, temporalidades e espaços), caracterizados como conteúdos e conceitos históricos substantivos estruturantes e das formas de sua articulação nas narrativas coletadas. A análise e reflexão desses elementos possibilitaram a identificação de perfis das estruturas narrativas dos estudantes e das perspectivas de atribuição de significância histórica. Desse modo foi possível evidenciar a compreensão e interpretação dos estudantes sobre o passado e a história, auxiliando no entendimento de elementos e processos de formação do pensamento e da consciência histórica no grupo investigado.The aim of this study was to understand how students from basic education mobilize elements and historical thinking operations raised by the challenge of narrating the History of Brazil. The task faced by the researched actors led to a series of cognitive movements: events selection, characters, periods and concepts in long temporality, interpret them and articulate them in a explanatory account that would provide guidance to the interlocutor. For the attainment of the proposed aims, the research started from a reflection about the relations between think and language, taking the narrative shapes as fundamental cultural tools in the cognitive development process and learning. By this premise, was discussed the specificities of narrative in historical knowledge production, their relations with historical learning and the historical thinking /consciousness, taking as main theoretical the propositions of Jörn Rüsen (2001, 2009) about the creation of knowledge and historical thinking, and structures of historical consciousness. In a qualitative methodological approach sought to articulate the contributions of Rüsen with references from empirical research, especially those carried out by history education in Brazil and Portugal, so that subsidize the analysis of written materials collected in eight classes of eighth grade / ninth year of a municipal school of Sao Paulo in 2010 and 2011. Was performed an analysis and description of historical markers (events, agents, temporalities and spaces), characterized as substantive historical content and structuring concepts and forms of its articulation in the narratives collected. The analysis and discussion of these elements allowed the identification of profiles of the narrative structures of students and assignment prospects of historical significance. Therefore it was possible to demonstrate the students understanding and interpretation of the past and history, assisting in the understanding of elements and formation processes of historical thinking and consciousness in the investigated group.
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Hjeltman, Måsse, and Thomas Ivarsson. "Historieläromedelsböcker, genus & progression." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33118.
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I denna undersökning ämnar vi ta reda på hur progressionen ser ut gällande framställningen av kvinnor i historieläromedel från 1960-talet till år 2007. Vi har fokuserat kring dem som oftast marginaliserats i innehållet till fördel för de politiska aktiva så som drottningar och andra politiker. Här är det istället bondhustrur, den hemarbetande kvinnan, sömmerskor, hantverkare och andra yrkesarbetande kvinnor som undersöks för att ta reda på om de har en större plats i dag jämfört med på 1960-talet. Vi vill också ta reda på vilket sätt de framställs och har framställts. Är de aktiva och driver handlingen framåt eller ett bihang till den politiska historien? Vi har sett i vår analys att en positiv förändring skett, men att det finns mycket kvar att göra.In this study, we intend to find out what the progression looks like when it comes to representations of women in childrens history text books from the 1960´s to year 2007. We have focused on the most frequently marginalized working women for the benefit of the political active women as queens and other politicians.Here it is, instead, peasant wives, the woman home workers, seamstresses, burghers, craftsmen and other working women in these groups who´s being studied and whether they have a larger place today compared to the 1960's. We also want to find out how they are constructed and produced. Are they active and operates forward or a appendage of the political history? We have seen in our analyze that the progression is good, but there’s still much work to do.
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Anderson, Stephanie Blair. "The stories nations tell : historical consciousness and the construction of national identity at the Canadian Museum for Human Rights." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/60939.
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As Canada prepares for its 150th birthday, within the context of its colonial legacy, silenced histories, and multiple, shifting identities in the present, Canadian sites of pedagogy are confronting questions around whose national narratives they are communicating. Within this milieu, Canada recently (2014) inaugurated its sixth national museum, the Canadian Museum for Human Rights (CMHR), in Winnipeg, Manitoba.
Using a theoretical frame that applied approaches within critical museology and historical consciousness, this investigation interrogated the CMHR as a site of pedagogy that could be read for its representational and spatial meanings, and as a site of historical consciousness that communicates a past, present, and future vision of Canada.
This research also introduced and utilized a Framework of Canadian National Narratives capturing current constructions of Canadian national identity. This framework identified two master national narrative templates—Master National Narrative Template 1.0 (the progressive, unified, Euro-Western colony-to-nation narrative of Canada), Master National Narrative Template 2.0 (Canada as a progress-oriented, generous, tolerant, multicultural mosaic)—and a third dimension titled Counter National Narratives 3.0, that is not a narrative template. Rather, NN 3.0 captures competing, or silenced aspects of Canadian history through national narratives that contest, rebuke or, intervene in the storylines of Master National Narrative Templates 1.0 and 2.0, thereby providing a more nuanced account and multiple perspectives on Canadian identity. In other instances, NN 3.0 throws into question taken-for-granted notions around the concepts of nationhood and national identity, through narratives grounded in land, place, or global forces.
This study offers a new research approach for the identification, and analysis of national narratives in sites of pedagogy—classrooms, textbooks, monuments, national historic sites, museums, news media, architectural spaces, arbitrated cityscapes, Indigenous landscape features, and public performances. It suggests a new curricular imperative coined The Narrative Dimension for history education that might also be used in museology and public history. Part of The Narrative Dimension includes critical engagement with a country’s master national narrative templates and those that problematize them. This investigation further concludes that museum attempts to use this aspect of The Narrative Dimension offer an innovative way to curate difficult knowledge.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Hall, Stephen Gilroy. ""'To give a faithful account of the race': history and historical consciousness in the African-American community, 1827-1915"." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334763081.
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Falk, Jerry. "Lokalhistoria i förorten." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31127.
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SammanfattningHuvudsyftet med detta arbete är att få en inblick i hur två skilda förortsskolor med helt olika elevsammansättning i Malmö använder sig av närområdet (lokalhistoria) i historieundervisningen. Vilka olikheter finns mellan dessa två skolor? Vilka är skillnaderna och om det finns skillnader, vad beror detta i så fall på? Jag har även velat få kunskap om hur elevernas intresse för historia/lokalhistoria ser ut. Vilka för- och nackdelar det finns med att använda sig av lokalhistoria? Den ena skolan är belägen i Malmös södra del i stadsdelen Hyllie. Här är majoriteten av eleverna svenska. Den andra skolan är belägen i Malmös östra del i stadsdelen Rosengård, där majoriteten av eleverna har invandrarbakgrund. Själva undersökningen har jag genomfört i form av enkäter som gått ut till tre lärare respektive tre nionde klasselever på de båda skolorna. De skillnader som finns på dessa skolor rör sig främst om sättet att lägga upp undervisningen på. I Hyllie arbetar historielärarna på ett mer traditionellt vis där lärobokens innehåll styr mycket av undervisningen. Där är det upp till varje lärare att använda sig av lokalhistoria. På Rosengård arbetar lärarna med tema i undervisningen som är tematiskt upplagd. Eleverna där arbetar mycket självständigt i en tidrymd på 5-6 veckor, dessutom arbetar de i årskurs sex med Malmö och deras närområde. De olika sätten att lägga upp undervisningen på, tycker jag avspeglar sig i elevernas intresse för ämnet.AbstractThe main purpose with this essey is to get an insight in how two different suburbpreschools with totaly different pupilcompostion in Malmö is using the immediate surroundings (local history) in their historyeducation. What differences are there between these schools? What are the distiction and if there are any, and in that case, why ? I have also wanted to get some knowledge about how the pupils interest are on history/ localhisory now a days. What advantages and disadvanteges there are of using localhistory? One of the school is located in Malmös south district Hyllie. The majority of the pupils here are Swedish. The other school is located in Malmös east district Rosengård, were the majority of the pupils has a foreign background. The examination in it self I’ve done trough questionnaires wich I gave to three teachers in three 9th grades in both schools. The differences that exist in these schools are mostly the way that they plan their education. In Hyllie the teachers works in a more traditionell way, were the textbok controls a lot of the teaching. I’ts up to each and everyone of the teachers to use localhistory there. In Rosengård the teachers works with themes in their education wich is thematic inclined and the pupils work independent in a period of 5-6 weeks, in addition to that the 6th graders are reading about Malmö and their immediat suroundings. I think that the different ways they plan the education reflects in the pupils interest.
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Leal, Fernanda de Moura. "Didática da história e imagens: reflexões em torno da consciência histórica em visualidades formativas." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/3535.
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This research seeks to contribute to the empirical reflections of History didactics by the investigation of historical consciousness, in formative visualities, from narratives produced by students, who graduated high school in the context of selective entrance examination vestibular for admission at Goias Federal University in 2011. The research is based on the imaging modality and its evaluative and formative potential, using them as a source to investigate historical awareness and skills in dealing with the images in historical studies. Women history makes itself present in the used cognition exercise, stressing the needs that were pointed out by Bergmann (1990) in reviewing the contents of history canons, reflecting on issues that are relevant to humans at the expense of conventional sources and themes. At first, research concepts that were used in the data analysis are pointed out, namely History didactics in German and Brazilian theory and experience, the concept of historical consciousness proposed by Jörn Rüsen (2001), History's guiding role, substantial and of-second-order concepts prepared by Peter Lee (2001) and the evidence concept. Then a study is made from the investigation of students historical ideas, being the source choice defined and justified, the research methodology presented, the grounded theory (GLASER and STRAUSS, 1967), and a vestibular exercise with images and gender theme used. In a third stage, the analysis of the expected answer and also the candidates' answers to the chosen question is made in order to compare the data with the presented theory in the first chapter.
Esta pesquisa procura contribuir com as reflexões empíricas da Didática da História pela investigação da consciência histórica em visualidades formativas de narrativas produzidas por estudantes que concluíram o Ensino Médio no contexto do processo seletivo do vestibular para ingresso na Universidade Federal de Goiás em 2011. A pesquisa toma por base o exame de imagens e seu potencial avaliativo e formativo, utilizando-os como fonte para investigar a consciência histórica e as habilidades no trato com as imagens nos estudos históricos. A temática da história da mulher está presente no exercício de cognição utilizado, corroborando as necessidades apontadas por Bergmann (1990) de rever os cânones de conteúdos da História, refletindo sobre assuntos que são pertinentes ao ser humano em detrimento de fontes e temas convencionais. No primeiro momento da pesquisa, são apontados os conceitos que foram utilizados na análise dos dados, a saber, a Didática da História na teoria e experiência alemã e brasileira, o conceito de consciência histórica proposto por Jörn Rüsen (2001), a função orientadora da História, os conceitos substantivos e de segunda ordem elaborados por Peter Lee (2001) e o conceito de evidência. Em seguida, é feito um estudo das investigações sobre ideias históricas de estudantes, delimitada e justificada a escolha da fonte, apresentada a metodologia da pesquisa, a grounded theory (GLASER e STRAUSS, 1967), e utilizada uma questão do vestibular com imagens e temática de gênero. No terceiro momento, é realizada a análise da resposta esperada e das respostas dos candidatos à questão selecionada de modo a confrontar os dados com a teoria apresentada no primeiro capítulo.
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Högqvist, Marion. "Undervisning kring sambandet mellan det förflutna, samtiden och framtiden : En undersökning om undervisningsmetodens påverkan på elevers förmåga till historiemedvetande." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67524.
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There are many definitions of historical consciousness. This essay uses the definition where the focus is on the ability to see connections between past, present and future. The aim of the essay was to design two different teaching methods to use when teaching about historical consciousness and to explore how they affect the students’ performances at the examination. The analysis was also open to discuss in what way other factors can have affected the results of the experiment. For this reason, the study has an experimental design. Two classes where taught using two different teaching methods and were later tested on their ability to see and explain connections between past, present and future. The first method is the more traditional teaching method consisting of lectures and the other method is based on variation theory and consists mostly of group discussions. The experiment was done twice so that each class was able to try both teaching methods. The results showed that the teaching method does not affect the students’ performances to any great extent. It did show, though, that the more traditional teaching method could lead to greater variation in the contents of the students’ answers but to less variation between Rüsen’s four types of historical consciousness. Furthermore, the results showed that one of the other main factors that affect students’ performances could be the historical period that the students are working with and are tested on. However, these results would need further studies to confirm whether this is in fact the case.Det finns många olika definitioner av historiemedvetande. Denna undersökning utgår från definitionen som fokuserar på förmågan att se kopplingar mellan dåtid, nutid och framtid. Syftet med uppsatsen var att designa två olika undervisningsmetoder och utföra ett experiment för att undersöka hur elevers prestationer påverkas vid ett examinerande moment som testar deras förmåga att uttrycka sitt historiemedvetande. Analysen av studien var även öppen för att diskutera hur andra faktorer kan ha påverkat utfallet av experimentet. Studien har därför en experimentell design. Två klasser undervisades med hjälp av två olika undervisningsmetoder och deras förmåga att se och förklara kopplingar mellan dåtid, nutid och framtid testades sedan på ett examinerande moment. Den första metoden är den mer traditionella undervisningsmetoden som framförallt innefattar genomgångar medan den andra metoden är baserad på variationsteorin och främst består av gruppdiskussioner. Experimentet gjordes två gånger så att båda klasserna hade möjlighet att prova båda undervisningsmetoder. Resultatet visade att undervisningsmetoden inte hade någon avgörande påverkan på elevernas prestationer. Det visade dock att den mer traditionella undervisningen skulle kunna leda till en större innehållsmässig variation i elevernas svar men också till mindre variation mellan vilken av Rüsens fyra typer av historiemedvetande som svaret utgår från. Vidare visade resultatet att den andra största faktorn som påverkar elevernas prestationer kan vara det faktamässiga innehållet, med andra ord den historiska tidsepoken, som arbetsområdet behandlar och som eleverna därmed också testas på. Fler studier skulle dock behöva utföras för att bekräfta dessa resultat.
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Armbruster, Lars Christof. "Explaining 1989? : a reconstruction of historical research programmes on Soviet world power status, Socialist states and their welfare regimes, nation building in the Soviet Russian imperial union, Soviet imperial relations of domination, and Communist ideology and party organisation, and a comparative appraisal of their explanatory reliability and reach." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289033.
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Pina, Max Lanio Martins. "GUERREIROS, CASTELOS E DRAGÕES: IDEIAS HISTÓRICAS DE ESTUDANTES GOIANOS SOBRE A IDADE MÉDIA." Pontifícia Universidade Católica de Goiás, 2016. http://localhost:8080/tede/handle/tede/3370.
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Previous issue date: 2016-03-15This thesis investigated the historical ideas of students from the 7th, 8th and 9th grade of elementary school II, of State College President Kennedy, which is located in the central city of Porangatu - GO on its conceptualization of the historical period Middle Ages. For realization of this research sought to support the theories produced by the didactics of history, from the German paradigmatic turn of the 60s and 70s, but specifically the historian Jörn Rüsen. Concomitantly used the methodology of History Education research line that emerged in Europe in the same period because it allowed the application of a metacognitive instrumental in obtaining the narratives of school that wished to analyze and understand. However, it was observed that the concept Middle Ages suffers the influence of the three dimensions of historical culture, namely, aesthetic, political and cognitive. For this work, interested latter dimension that is found in academic literature and directly influences the teaching of history in primary education. Categorized and analyzed the narratives presented by young people in this research as well as all substantive words described by them that were related or not to the Middle Ages. Finally, there was discussion with the typology of historical consciousness so that through it, was observed prospects and possible notes to be observed in the historical ideas of the students.
Esta dissertação investigou as ideias históricas de alunos do 7º, 8º e 9º ano do Ensino Fundamental II, do Colégio Estadual Presidente Kennedy, que está localizado na região central da cidade de Porangatu GO, sobre sua conceituação do período histórico Idade Média. Para efetivação desta pesquisa buscou-se amparo nas teorias produzidas pela Didática da História, a partir da virada paradigmática alemã dos anos 60 e 70, mas especificamente no historiador Jörn Rüsen. Concomitantemente utilizou-se a metodologia da linha de investigação da Educação Histórica que surgiu na Europa no mesmo período porque ela permitiu a aplicação de um instrumental metacognitivo para obtenção das narrativas dos escolares que se desejavam analisar e compreender. Todavia, observou-se que o conceito Idade Média sofre as influências das três dimensões da cultura histórica, a saber, estética, política e cognitiva. Para este trabalho, interessou esta última dimensão que é encontrada na produção acadêmica e influencia diretamente o ensino de História na educação básica. Categorizou e analisou as narrativas apresentadas pelos jovens nesta investigação, bem como todas as palavras substantivas descritas por eles que se relacionavam ou não com a Idade Média. Por fim, dialogou-se com a tipologia da consciência histórica para que por meio dela, se observasse as perspectivas e os apontamentos possíveis de serem observados nas ideias históricas dos alunos.
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Kroon, Jonas, and Anders Rosell. "Ekologisk mat som ett verktyg." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31894.
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Utgångspunkten för vårt arbete har varit att undersöka om ekologisk mat används som ett verktyg till undervisning i miljöhistoria. Dagens didaktiska forskning kring miljöhistoria motiverar ämnets betydelse på flera plan. I skolans verksamhet är det tänkt att ämnet ska kunna användas för tolkning av de lokala och globala förhållandena i världen. Vi börjar arbetet med att lyfta fram olika forskares motiv för miljöhistoria i skolans verksamhet. På fältet intervjuar vi verksamma lärare och elever för att se hur stora deras kunskaper kring ekologisk mat och svensk jordbrukskultur är. I arbetet lyfter vi fram och diskuterar begrepp som miljöhistoria, historiemedvetande, ekologiskt tänkande och lokalhistoria vilka är vanligt förekommande för oss som blivande lärare i historievetenskap och lärande. Resultaten i undersökningarna visade på ett svagt intresse för ekologisk mat och svensk jordbrukskultur bland lärare, elever och hushåll. I intervjuerna kom vi fram till att eleverna har ett visst historiemedvetande gällande koppling från dagens ekologiska jordbruk till hur jordbruk sköttes förr i tiden innan kemiska besprutningsmedel och konstgödsel fanns tillgängligt.The starting-point for our study has been to investigate if organic food is used as a tool in the teaching of environmental history. The research of teaching in environmental history motivates it’s purpose in many levels. The subject is supposed to be used in schools for interpretation of the local and global environmental situations in the world. We begin our study by uplifting different researchers motive for teaching environmentalhistory in schools. By interviewing teachers and students on the field it’s possible to see how good their knowledge is in organic food and Swedish history of agriculture. In our study we discuss subjects like environmental history, historical consciousness, ecological thinking and local history which are common subjects for us as future history teachers. The result of our investigations showed that there is weak intrest for organic food and Swedish agriculture among teachers, students and households. From our interviews we could tell that our students has a certain history consciousness to the connection between organic farming and Swedish history of agriculture before pesticides and industrial fertilizers.