Film, the Past, and a Didactic Dead End: From Teaching History to Teaching Memory

Kansteiner, Wulf

doi:10.1057/978-1-137-52908-4_9

Cited by 11 publications

(9 citation statements)

References 32 publications

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“…Second, an increasing body of literature highlights the role of the affective domain in the process of negotiation, showcasing how feelings, intuition, imagination, values, relationality, and desires to identify with what is being studied shape the stories students tell about the past and the ways they interpret it (Colby, 2008;Rudolph & Wright, 2015). A third area of scholarship, though relatively marginal, brings to light the ways in which students' engage in the process of attributing significance to some stories over others (Barton, 2005;Chinnery, 2010;Kansteiner, 2017;Levstik, 2000;Simon, 2004), especially when it comes to attending to the difficult and serious facts, traces, images and testimonies, or trauma narratives that "demand a reckoning" (Simon, 2004, p. 186) because they "wound" or "haunt" us today (p. 190), thereby participating in a public practice of remembrance as a form of "ethical learning" (p. 187). These three areas within the discussion on narrative as a habit of mind to interpret the past help reduce the importance of cognitive psychological factors in narrative meaning construction.…”

Section: Narrativementioning

confidence: 99%

Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning

Popa

2021

Review of Educational Research

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In response to the growing need for more relevant school history, the notion of historical consciousness has come to represent a way to help students understand the links between past, present, and future. However, translating the construct into practice in an ongoing puzzle in the field. Recently, efforts have been made to operationalize historical consciousness via a competency-based approach, but this is arguably problematic, because its proponents view historical consciousness as a hermeneutic quest for meaning yet operationalize it as a set path of mental processing. This article explores a different approach based on meaning-making practice. It does so through an extensive review and synthesis of the relevant literature, and based on the results, it suggests operationalizing historical consciousness through negotiating the presence of the past, inquiring about the past with the help of disciplinary and everyday habits of mind, and building a sense of historical being.

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Section: Narrativementioning

confidence: 99%

Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning

Popa

2021

Review of Educational Research

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“…Memories of events that have occurred in the past, their existence is a prerequisite for the existence of the present. Therefore, teaching history is teaching human memory (Kansteiner, 2017) from generation to generation which has become a collective memory (Glassberg, 1996;Wasino & Hartatik, 2018). Memories or memories can be lost, destroyed through the process of forgetting and being forgotten, except for memories that are written down, cared for, preserved, and stored.…”

Section: The Important Value Of Dokterswoning Cultural Heritage Building For Historical Learning Resourcesmentioning

confidence: 99%

Identifications of Character Values from the History of Dokterswoning Cultural Heritage Buildings and Potentials for Learning History Resources in Schools

Amboro

Setiawati

Setiawan³

2021

Int J Res Rev

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History learning is full of value, both from past stories that can be used as learning, as well as from the various traces left behind. The traces left by history have now become cultural heritage which has important meaning for human life. In the context of education, this cultural heritage has the potential to be used as a source of historical learning because it has important values and character values that can be developed. One of the cultural heritages found in Metro, Lampung is the Dokterswoning cultural heritage building. This study uses a descriptive qualitative approach with inductive methods, to produce general conclusions. The results showed that 1) Dokterswoning Cultural Heritage Building is a historical building from the era of the Dutch East Indies colonial government, which was built in 1939-1940 and is a residence for government doctors who were given the task of providing health services for colonists in Metro; 2) the important value of Dokterswoning as a source of historical learning lies in the contextual historical aspect and its existence as the guardian of a collective memory; 3) integrating the character values of the Dokterswoning Cultural Heritage Building into historical learning by the values of the national character in the Guidelines for the Development of Cultural Education and National Character and can be implemented according to Core Competencies and Basic Competencies in historical subjects. It is concluded that the history and heritage buildings of Dokterswoning have important values as sources of historical learning as well as some character values that can be developed in historical learning. Keywords: moral values, character values, cultural heritage buildings, learning resources, history learning, history education.

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“…Earlier studies in the Finnish context have shown the important role of the popular culture representations, especially Väinö Linna's novel "Under the Northern Star", (1959Star", ( -1962 as the culmination points in the public memory (Ahonen, 2012: 76). On the other hand, it has been noted that, for example, the use of historical films in education is a rather recent phenomenon because they were not previously considered reliable educational material (Kansteiner, 2017). Páez and Liu (2015) remind that the conflict between official and informal memory is common but lay historical narratives tend to reflect institutional history narratives.…”

Section: Conclusion: From the Victor's Story To Multiple Storiesmentioning

confidence: 99%

Remembering war through images: Visual narratives of the Finnish Civil War in history textbooks from the 1920s to the 2010s

et al. 2020

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The present study focuses on memory work in school textbook illustrations of the Finnish Civil War (1918). A thematic narrative analysis shows how the content and meanings conveyed through visual narratives have developed in the past century. Besides changes in specific narrative, the interpretation of the functions of themes shows a gradual change in the schematic narrative template: the hegemonic, victor’s narrative has been gradually replaced with alternative accounts since the 1950s. The defeated side has been represented in school textbooks since the 1950s, and since the 1990s, the narrative has evolved from pointing out the similarities between the two sides to arousing emotions of sympathy for the victims of the War. Since the 2000s, visual images have been used to highlight multi-perspectivity in history. This study shows how the cultural trauma and reconciliation process has been conveyed in educational material and how the narrative templates may dynamically change.

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Film, the Past, and a Didactic Dead End: From Teaching History to Teaching Memory

Cited by 11 publications

References 32 publications

Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning

Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning

Identifications of Character Values from the History of Dokterswoning Cultural Heritage Buildings and Potentials for Learning History Resources in Schools

Remembering war through images: Visual narratives of the Finnish Civil War in history textbooks from the 1920s to the 2010s

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