‘History taught in the pageant way’: education and historical performance in twentieth-century Britain

Bartie, Angela; Fleming, Linda; Freeman, Mark; Hulme, Tom; Hutton, Alexander; Readman, Paul

doi:10.1080/0046760x.2018.1516811

Cited by 7 publications

(10 citation statements)

References 4 publications

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“…Furthermore, there is research that shows a close link between the positive evaluation of heritage and the use of active learning methodologies, as well as with a conception of history as critical knowledge (Miralles et al, 2017;Bartie et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Active teachers’ perceptions on the most suitable resources for teaching history

Romera

Sánchez-Ibáñez

Escribano-Miralles

et al. 2021

Humanit Soc Sci Commun

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The objective of this article is to analyze teachers’ assessment of various resources used to teach history. The research methodology is of a quantitative nature with a non-experimental design using a questionnaire with a Likert scale. The non-probabilistic sample comprises 332 history teachers in Primary and Secondary Education in Spain. The analyses carried out are descriptive and inferential. The results indicate that the surveyed teachers value better the resources that imply a greater involvement of the students in the teaching of history and therefore more active methodologies. Specifically, the most valued resources were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets. The study concludes that heritage is a growing educational resource among teachers and shows that teachers are moving away from their perception of resources, which involve a more traditional methodology of teaching history.

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Section: Discussionmentioning

confidence: 99%

Active teachers’ perceptions on the most suitable resources for teaching history

Romera

Sánchez-Ibáñez

Escribano-Miralles

et al. 2021

Humanit Soc Sci Commun

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“…In contrast to this more contemporary approach, there persists a more conservative vision: there are several main components that unite the positive evaluation of textbooks, the teacher's notes, or the teacher's explanation, with he underlying, more static conception that sees simple reading skills as sufficient to interpret historical sources [85]. This contrasts with approaches derived from recent studies, which advocate performative, even communitarian, techniques for teaching historical heritage in England [86]. While the links are more diffuse in England, in Spain the vision that considers that the historian's method should be introduced into the classroom tends to be linked to items on heritage and active learning methods.…”

Section: Discussionmentioning

confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

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Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

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“…Historically, especially in the twentieth century, pageants were not really about celebrating physical beauty, but by bringing communities together through theatrical performances that fabricate the local past and its folk traditions [19]. The first known beauty pageant was held in Scotland in the year 1839.…”

Section: Modern-day Beauty Pageantsmentioning

confidence: 99%

“…To have a deeper understanding of how beauty pageants have evolved from historical reenactment with performative educational function [19] to a global spectacle of socially constructed physical beauty with performative political and commercial functions [3,6,25] it is important to have an overview on the different perspectives surrounding the origins, culture, and work-related underpinnings of modern-day beauty pageants.…”

Section: Perspectives On Pageantry and Beautymentioning

confidence: 99%

The dark side of occupation within the context of modern-day beauty pageants

Martinez

Twinley

2021

WOR

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BACKGROUND: The desire to be physically beautiful is inherent among human beings. In particular, some women who participate in modern-day beauty pageants tend to spend more time, energy, money and emotional resources to alter their natural body and looks to fit socially and culturally constructed standards of beauty. OBJECTIVE: The authors frame beauty pageants as the context where diverse occupations are at play with the purpose of becoming a ‘beauty queen’. This commentary aims to discuss the origins and culture of beauty pageants, the different perspectives on pageantry work, and essential and hidden occupations performed within the context of this form of performing art. APPROACH: Using the conceptual lens of the dark side of occupation, hidden occupations are characterised by the doings of pageant hopefuls that are less explored and acknowledged because they are perceived as health-compromising, risky, dishonest, illicit, and socially or personally undesirable. CONCLUSION: Furthermore, this commentary calls for the exploration of occupations beyond the conventional scope of its understanding and the acknowledgment of hidden occupations intertwined into people’s everyday doings specifically in the context of desiring to be ‘beautiful’.

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‘History taught in the pageant way’: education and historical performance in twentieth-century Britain

Cited by 7 publications

References 4 publications

Active teachers’ perceptions on the most suitable resources for teaching history

Active teachers’ perceptions on the most suitable resources for teaching history

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

The dark side of occupation within the context of modern-day beauty pageants

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