| 1. |
- Ammert, Niklas, 1968-
(författare)
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What do you know when you know something about history?
- 2014
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Ingår i: Historical Encounters. - Callaghan : HERMES History Education Research Network. - 2203-7543. ; 1:1, s. 50-61
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Tidskriftsartikel (refereegranskat)abstract
- What does it mean to know something about history? If you know “your” history, what is it that you know? For many, it is definitely about being able to provide dates, to state what happened or how people lived in the past; while for others it means being able to conduct genealogical research or being able to navigate in a video game that takes place in an historical environment. In a school context, the issue of knowledge is always central. Pupils and teachers meet in, around and through knowledge, and moreover, knowledge is assessed daily. This article addresses how pupils in the last years of the nine-year period of Swedish compulsory schooling regard knowledge about history. The aim is to investigate how Swedish 15 years old pupils in Grade 9 describe knowledge about history, as well as what type of knowledge about history pupils appear to hold.
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| 2. |
- Clark, Anna, 1978-
(författare)
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Inheriting the Past : Exploring Historical Consciousness Across Generations
- 2014
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Ingår i: Historical Encounters. - Newcastle : HERMES, History Education Research Network concentrated at The University of Newcastle. - 2203-7543. ; 1:1, s. 88-102
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Tidskriftsartikel (refereegranskat)abstract
- Despite significant research into the meaning and operation of historical consciousness, there is still much to be understood about its hereditary function. For example, what does historical inheritance look like? How does it influence our individual and collective historical consciousnesses? And, just as critically, what happens to historical consciousness when history is deliberately withheld, when that inheritance is suspended or severed? As a way into some of these questions about passing on the past, this paper draws on a qualitative research project into historical consciousness in Australia to explore how so-called ‘ordinary people’ see themselves as part of a historical narrative. It reveals that historical inheritance is critical to our historical consciousness, and it notes the profound impact of forgetting on participants, raising important questions about the role of ‘silence’ and ‘absence’ in the formation of historical consciousness.
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| 3. |
- Thorp, Robert
(författare)
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Towards an epistemological theory of historical consciousness
- 2014
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Ingår i: Historical Encounters: A journal of historical consciousness, historical cultures, and history education. - The University of Newcastle, Australia : HERMES History Education Research Network. - 2203-7543. ; 1:1, s. 20-31
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents a theoretical analysis of the concept of historical consciousness. It argues that a focus on the epistemological problems of the concept can be a way of constructing a theory of the concept that both incorporates the diverse perspectives that exist in research about the concept and specifies how a historical consciousness can be developed in an individual.
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| 4. |
- Åström Elmersjö, Henrik, 1978-
(författare)
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History Beyond Borders : Peace Education, History Textbook Revision, and the Internationalization of History Teaching in the Twentieth Century
- 2014
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Ingår i: Historical Encounters. - Newcastle : HERMES, History Education Research Network concentrated at The University of Newcastle. - 2203-7543. ; 1:1, s. 62-74
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Tidskriftsartikel (refereegranskat)abstract
- This article summarizes the findings of the "History beyond borders: The international history textbook revision, 1919-2009" project, which explored the internationalization of history education. The different studies within the project focused on ideas of peace education, relations between different revisioning projects, the interaction between different historical cultures, and the relation between guidelines from international organizations and national curricula and syllabi. The findings indicate that there were pronounced connections between peace associations and history teaching, and that the national perspective was built in to methods of internationalization. The process of implementation was extended throughout the twentieth century. The different arenas, projects and organizations that engaged in the process were also connected in the making of a European educational space which they both influenced, and were influenced by.
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