What History Should We Teach?

Partington, Geoffrey

doi:10.1080/0305498800060204

Cited by 10 publications

(3 citation statements)

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“…Es la actividad de atribuir relevancia a personas y acontecimientos históricos en el presente. Muchos modelos han sido propuestos para establecer significado histórico en los contextos educativos (Bradshaw, 2006; Cercadillo, 2001; Counsell, 2004; Partington, 1980). Cercadillo (2001) y Cercadillo, Chapman, y Lee, (2017), por ejemplo, diferenció entre significado contemporáneo (las personas de la época consideraron el acontecimiento importante), significado causal (los efectos provocados por el acontecimiento determinan su significado), significado de patrones (la contextualización narrativa del acontecimiento como punto de inflexión o parte de un patrón de cambio determina el significado del acontecimiento), significado simbólico (se mitifica u otorga significado moral al acontecimiento como una lección del pasado) y significado para el presente y el futuro (relacionado con el significado causal pero con el énfasis puesto sobre el futuro).…”

Section: Imaginando Auschwitz La Multimodalidad Y La Atribución De Si...unclassified

“…It is an activity in the present of attributing relevance to historical events and individuals. Multiple models for establishing historical significance in educational contexts have been presented (Bradshaw, 2006; Cercadillo, 2001; Counsell, 2004; Partington, 1980). Cercadillo (2001) and Cercadillo, Chapman, and Lee, (2017), for example, distinguished between contemporary significance (the event was perceived as important by people at the time), causal significance (the significance is determined by the effects that the event caused), pattern significance (the significance of the event is determined through narratively emplotting the event as a turning point or part of a pattern of change), symbolic significance (the event is mythified or given moral significance as a lesson from the past) and significance for the present and the future (related to causal significance, but the emphasis lies on the future).…”

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Picturing Auschwitz. Multimodality and the attribution of historical significance on Instagram (Imaginando Auschwitz. La multimodalidad y la atribución de significado histórico en Instagram)

Adriaansen

2020

Journal for the Study of Education and Development

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As social media have become a prime means of communication among students, so too are they increasingly used to give meaning to the past. But while history education scholars tend to conceptualize historical meaning-making as acts of narrative emplotment, social media are multimodal by nature, and some platforms-like Instagram-prioritize images over written text. This article focuses on the question of how Instagram users attribute historical significance in posts that feature the Auschwitz-Birkenau Memorial and Museum, by analysing the various ways in which they combine images and captions to give meaning to the past. Subsequently, the potential of multimodal social media representations for history education is explored. RESUMEN Dado que las redes sociales se han convertido en un medio principal de comunicación entre estudiantes, también se usan cada vez más para dar significado al pasado. Sin embargo, mientras que los expertos en la enseñanza de la historia suelen conceptualizar la construcción de significado histórico como actos de contextualización narrativa, las redes sociales son multimodales por naturaleza, y algunas plataformas-como Instagram-priorizan las imágenes sobre el texto escrito. Este artículo aborda cómo los usuarios de Instagram atribuyen significado histórico en sus publicaciones relacionadas con el campo de concentración y centro de exterminio de Auschwitz-Birkenau a través del análisis de las diversas formas en que combinan imágenes y pies de foto para dar significado al pasado. Después, exploramos el potencial de las representaciones multimodales de las redes sociales para la educación histórica.

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Section: Imaginando Auschwitz La Multimodalidad Y La Atribución De Si...unclassified

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confidence: 99%

Picturing Auschwitz. Multimodality and the attribution of historical significance on Instagram (Imaginando Auschwitz. La multimodalidad y la atribución de significado histórico en Instagram)

Adriaansen

2020

Journal for the Study of Education and Development

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“…A few studies have developed and employed conceptual frameworks when investigating students' perspectives on significance (Cercadillo, 2000(Cercadillo, , 2001(Cercadillo, , 2006Lévesque, 2005Lévesque, , 2008Seixas, 1994Seixas, , 1997. Earlier frameworks for historical significance (for example, Danto, 1985;Partington, 1980) often had historiographic origins, and primarily focused on objective criteria. In contrast, more recent frameworks (for example, Cercadillo, 2000Cercadillo, , 2001Cercadillo, , 2006Counsell, 2004;Lévesque, 2005;Peck and Seixas, 2008;Phillips, 2002;Seixas, 1997) have included subjective criteria, where historical significance depends on the student assessing it.…”

Section: Introductionmentioning

confidence: 99%

Students’ views of historical significance – a narrative literature review

Åhsberg

2024

History Education Research Journal

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This narrative literature review describes and critically discusses 21 years of international research addressing students’ views of historical significance. The data consist of 32 educational research articles published between 2000 and 2021. The review shows that the research area has been slowly expanding since the beginning of the millennium in regard to the number of articles and geographical representation, as well as methodological and theoretical plurality. The review identifies some representational imbalances and power gaps in this research area. Most studies represent North America and Western Europe. LGBTQ+, environmental and class-related perspectives are not found in the research. The analysis shows that students primarily identify historical substantive knowledge as significant if it is connected to official narratives. The content of these narratives is also seldom challenged. Students’ interest in the ‘darker pages’ of history, in vernacular history and in history in other places could be interpreted as providing ways to challenge these traditional narratives. Almost all researchers conclude that it is important for history education to include students’ different identities as perspectives, and to take a more disciplinary and critical approach. According to the reviewed research, this could open the way for a history education that is more relevant for students, and that meets at least some of the future challenges of a more globalised and diverse history classroom.

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