Deconstructing History

Munslow, Alun

doi:10.4324/9780203131589

Cited by 126 publications

(88 citation statements)

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“…The tendency to define history education more from the viewpoint of the present, and thus to hold a more instrumental approach towards the past in secondary history education, has widened the gap between school history and the academic discipline of history, as the latter considers awareness of an unavoidable fundamental presentism and of present-day concerns and detaching oneself as much as possible from the present as necessary conditions for good historical scholarship (Munslow, 1997). This places history teachers in the 11 th and 12 th grade somehow in a dilemma.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

The Present in Flemish Secondary History Education Through the Lens of Written History Exams

Nieuwenhuyse

Wils

Clarebout

et al. 2016

mje

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The present plays an important part in history education, in particular in efforts to make the study of the past relevant for today. This contribution examines how the relationship between past and present is dealt with in current Flemish secondary history education by analyzing 190 written history exams for the 11th and 12th grade. Ten percent of the questions address the present in an autonomous way and 8% relate past and present to each other. A more fine-grained analysis of the present-related questions reveals a variety of ways to integrate the present in history education, including the study of recent interpretations of the past.Le présent joue un rôle important dans l’enseignement de l’histoire, dont celui de rendre pertinente l’étude du passé dans le contexte contemporain. Cette contribution explore de quelle manière l’enseignement de l’histoire, tel que prodigué au sein des écoles secondaires flamandes, traite les relations entre le passé et le présent. Pour ce faire, les auteurs ont analysé 190 examens écrits en histoire, complétés par des élèves de 11e et 12e année. 10 % des questions abordent le présent de façon autonome, alors que 8 % font un lien entre le passé et le présent. Une analyse plus poussée des questions traitant du présent dévoile une variété de pistes pour intégrer le présent dans l’enseignement de l’histoire, incluant l’étude des interprétations récentes du passé

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Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

The Present in Flemish Secondary History Education Through the Lens of Written History Exams

Nieuwenhuyse

Wils

Clarebout

et al. 2016

mje

View full text Add to dashboard Cite

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“…The 'international' within these narratives is abstracted into a linear progressive narrative of 'democracy' and 'social revolution' , rather than contextualising and historicising the 'international' itself (Guillaume 2013). These narratives not only singularise 'Gezi' , 'Turkey' and the 'international' , but display an unproblematised relationship with the notion of 'history' and 'historiography' (Munslow 1997) whereby the analogy of this singular Gezi can be made with a singular 1848 and 1968 that unproblematically exists in the past, and is knowable to and retrievable by the commentator. Situating Gezi within the narrative of European revolutions and uprisings in this way works to underline the 'Europeanness' not only of Gezi but also of Turkey.…”

Section: Periodising 'Gezi' In European Historymentioning

confidence: 99%

Enacting the International/Reproducing Eurocentrism

Çapan

2017

Contexto int.

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This article focuses on the way in which Eurocentric conceptualisations of the 'international' are reproduced in different geopolitical contexts. Even though the Eurocentrism of International Relations has received growing attention, it has predominantly been concerned with unearthing the Eurocentrism of the 'centre' , overlooking its varied manifestations in other geopolitical contexts. The article seeks to contribute to discussions about Eurocentrism by examining how different conceptualisations of the international are at work at a particular moment, and how these conceptualisations continue to reproduce Eurocentrism. It will focus on the way in which Eurocentric designations of spatial and temporal hierarchies were reproduced in the context of Turkey through a reading of how the 'Gezi Park protests' of 2013 and 'Turkey' itself were written into the story of the international.

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“…106 This reconstructionist interpretation held undisputed sway until the 1970s when Hayden White pioneered the postmodern deconstructive rejection of the notion of historical truth, referentiality and objectivity -and therefore of history as an epistemology. 107 The insights of White and his successors will have an important bearing on the two sources that will be discussed in the rest of this article.…”

Section: Empirical and Anti-empirical Historiographymentioning

confidence: 99%

“…133 In contrast to the fictitious elements, some actual people are mentioned, for example Edward Alexander, Dr. Molesworth and Marie Koopmans de Wet, and many contemporary photographs are used on the tromp d'oeil principle for creating a reality effect. 134 The postmodern view that history is a discourse through which the pastas-history is created results in an emphasis on form rather than content. Its delusory 'scientific' pretensions must be abandoned; it is a literary artifact, an emplotment based on the author's tropic prefiguration.…”

Section: An Oral Historymentioning

confidence: 99%

Sexual Relations between British Soldiers and Boer Women: A Methodological Approach

Boje

2016

South African Historical Journal

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A number of sources documenting the varied sexual relations between British soldiers and Boer women are assessed in terms of the traditional historical methodology of empirical evidence and logical inference. On this basis, the facticity of most of these sources is accepted, while two are discounted by virtue of provenance and internal evidence. Next two further sources that are not amenable to this methodology are interpreted using the postmodern deconstructive rejection of history as an epistemology and Alun Munslow's speculative expressionist history. However, these anti-empirical strategies are ideologically determined and therefore ethically questionable and the resultant relativity vitiates the historian's craft. On this basis, the historical status of these sources is rejected. KEYWORDS IntroductionThe recent publication of an Afrikaans novel about a young woman who was viciously raped and left for dead by two British officers 1 has excited much attention and pertinently raises the issue of sexual relations between British soldiers and Boer women. In this article the range of such relations from

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Deconstructing History

Cited by 126 publications

References 0 publications

The Present in Flemish Secondary History Education Through the Lens of Written History Exams

The Present in Flemish Secondary History Education Through the Lens of Written History Exams

Enacting the International/Reproducing Eurocentrism

Sexual Relations between British Soldiers and Boer Women: A Methodological Approach

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