scholarly journals Constructing historical thinking and inclusive identities: Analysis of heritage education activities

2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Helena Câmara Pinto ◽  
Alex Ibáñez-Etxeberria
Keyword(s):  
Historical Consciousness ◽  
Historical Understanding ◽  
Historical Evidence ◽  
Historical Knowledge ◽  
Historical Sources ◽  
School Students ◽  
Heritage Education ◽  
Heritage Site ◽  
The Impact ◽  
The Relationship

This paper addresses the value of effective, significant heritage education pedagogic activities and tasks when teaching heritage topics in history and social science lessons. Heritage pedagogy needs to challenge students' preconceptions about their heritage and encourage learning about it: the investigation, interpretation and provenance of its sources and its significance. Our article is based on a research project in Portugal and Spain to evaluate the impact of heritage education pedagogy on students' historical understanding and their development of national identity. This paper's research involved secondary school students in northern Portugal. To assess their understanding of heritage, they completed a questionnaire at a heritage site with a focus on buildings, archaeological remains and museum artefacts that related to aspects of national history studied in schools. Analysis of their questionnaires revealed the relationship between students' interpretation of the heritage site's historical evidence and their historical consciousness. Although most students treated the heritage site buildings, remains and artefacts as sources of factual information about a fixed, given and largely unremembered past, several students questioned, hypothesized, and treated the sources as historically contextualized evidence that dovetailed with their existing historical knowledge. Contextualized interpretation is essential to historical understanding; accordingly, students studying heritage should be trained to analyse its historical sources in relation to their historicity. More generally, teaching about heritage should give students opportunities to challenge preconceptions they hold about it, and to learn how to deal with different, contrasting, difficult and controversial interpretations of heritage topics and sites in their historical contexts.

scholarly journals School Policy Innovation to Reduce Bullying Effect

2021 ◽  
Vol 13 (3) ◽  
pp. 2675-2688
Author(s):  
Riana Nurhayati ◽  
Siti Irene Astuti Dwiningrum ◽  
Ariefa Efianingrum
Keyword(s):  
High School Students ◽  
School Environment ◽  
Sampling Technique ◽  
School Policy ◽  
School Students ◽  
Perpetrators And Victims ◽  
The Impact ◽  
The Relationship ◽  
Victims Of Bullying ◽  
Pearson Correlations

Bullying is an unpleasant act that is still a problem in the school environment. To find out about school policy innovations in an effort to reduce the impact of bullying behavior, this will illustrate the relationship between bullying perpetrators and victims of bullying in SMA as well as school policy innovations to reduce the impact of bullying. This research was conducted in high school students of all levels with the number of respondents 1119 students in Indonesia. Descriptive approach with mixed methods. The sample / respondent was determined by purposive sampling technique. The data used a questionnaire and were analyzed with proportions and conducted FGD and interviews with teachers in SMA. The results of the study concluded that: 1) The value of r-count (Pearson Correlations) of the bullying was 0.186 r-table 0.062 and the r-count value for the bullying victim aspect was 0.139 r-table 0.062, meaning that the relationship between the two variables was positive and increased the bullying and victims of bullying, there will also be increased assistance and support from parents, teachers and friends; 2) The solution to reduce bullying effects must implement policies at the macro, meso and micro levels that work systemically and in synergy by creating creative and innovative programs. With the existence of an effective and innovative school policy, bullying cases that occur in schools can be minimized in terms of quality and quantity.

scholarly journals La historia de las personas: reflexiones desde la historiografía y de la didáctica de las ciencias sociales durante los últimos 25 años

Panta Rei ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 167-196
Author(s):  
Mariona Massip Sabater ◽  
Jordi Castellví Mata ◽  
Joan Pagès Blanch
Keyword(s):  
Great Majority ◽  
School Curriculum ◽  
Historical Science ◽  
Historical Knowledge ◽  
Political Processes ◽  
Knowledge Based ◽  
School History ◽  
Future Challenges ◽  
The Impact ◽  
The Relationship

En este artículo se revisa la evolución de la ciencia histórica y de la historia escolar a lo largo de los últimos 25 años. Esta revisión se centra en los avances en la investigación y la enseñanza de la historia de las personas; es decir, aquella que atiende a la totalidad de agentes sociales e históricos, que se articula a partir de la proyección global de la humanidad y que atiende a los problemas de las experiencias humanas. En primer lugar, se concreta el concepto de historia escolar y se explica la relación que se establece entre la historia escolar y la historiografía. En segundo lugar, se analiza la evolución de ambas a lo largo de estos 25 años. Finalmente, se plantean retos de futuro. Existe un desequilibrio entre la evolución del conocimiento histórico y el impacto que ha tenido en el currículo escolar. La historia escolar sigue centrada, de manera mayoritaria, en los procesos políticos nacionales, y reproduciendo saberes androcéntricos y eurocéntricos en los que se excluyen la gran mayoría de protagonistas. In this article the evolution of historical science and school history over the past 25 years is reviewed. This review focuses on advances in people's history; that is, a history in which all social and historical agents are recognised, and which is articulated from the global consideration of humanity and human experiences. In the first place, the meaning of school history is specified, along with the relationship between school history and historiography. Secondly, the evolution of both over these 25 years is analysed. Finally, we pose future challenges. There is an imbalance between the evolution of historical knowledge and the impact it has had on the school curriculum and educational practices. School history continues to reproduce androcentric and Eurocentric knowledge based on political processes in which the great majority of protagonists are excluded.

scholarly journals The Impact of the Netherlandish Landscape Tradition on Poetry and Painting in Early Modern England*

2013 ◽  
Vol 66 (3) ◽  
pp. 866-903 ◽  
Author(s):  
Sara Trevisan
Keyword(s):  
Seventeenth Century ◽  
Early Modern ◽  
Rare Case ◽  
Early Modern England ◽  
Historical Knowledge ◽  
Complex Product ◽  
Problematic Relationship ◽  
History Of ◽  
The Impact ◽  
The Relationship

AbstractThe relationship between poetry and painting has been one of the most debated issues in the history of criticism. The present article explores this problematic relationship in the context of sixteenth- and seventeenth-century England, taking into account theories of rhetoric, visual perception, and art. It analyzes a rare case in which a specific school of painting directly inspired poetry: in particular, the ways in which the Netherlandish landscape tradition influenced natural descriptions in the poem Poly-Olbion (1612, 1622) by Michael Drayton (1563–1631). Drayton — under the influence of the artistic principles of landscape depiction as explained in Henry Peacham’s art manuals, as well as of direct observation of Dutch and Flemish landscape prints and paintings — successfully managed to render pictorial landscapes into poetry. Through practical examples, this essay will thoroughly demonstrate that rhetoric is capable of emulating pictorial styles in a way that presupposes specialized art-historical knowledge, and that pictorialism can be the complex product as much of poetry and rhetoric as of painting and art-theoretical vocabulary.

Historical Understanding in China and the West

2014 ◽  
Vol 8 (1) ◽  
pp. 78-95
Author(s):  
Philip J. Ivanhoe
Keyword(s):  
Historical Consciousness ◽  
Historical Understanding ◽  
Historical Knowledge ◽  
Late Qing Dynasty ◽  
The West ◽  
Chinese Philosopher ◽  
Late Qing ◽  
The Past ◽  
Independent Field ◽  
Distinctive Type

Abstract This essay describes and compares three attempts to provide accounts of the nature of historical consciousness, along with accompanying explanations of how one comes to have historical knowledge. It explores, compares, and contrasts the views of the late Qing dynasty Chinese philosopher Zhang Xuecheng 章學誠 (1738–1801) and two Western philosophers – R.G. Collingwood (1889–1943) and Louis O. Mink (1921–83). These three thinkers all present historical understanding as a distinctive type of knowledge and share the aim of defending the discipline of history as a special, independent field of intellectual endeavor. Aside from analyzing these aspects of their respective theories, this essay aims to stimulate extensive and nuanced comparisons between Chinese and more recent Western forms of historical consciousness. While the comparison presented here is but one way forward, it not only seeks to offer specific insights generated by the comparative project but also to set forth a range of themes worthy of future study. For example, the analysis presented here shows that Zhang’s reflections on how historians relate to the past can contribute to current discussions of epistemic virtues.

scholarly journals What aspects of historical understanding feature in the analysis of moving-image sources in the history classroom?

2020 ◽  
Vol 17 (2) ◽  
Author(s):  
Alexander Cutajar
Keyword(s):  
Historical Understanding ◽  
Historical Knowledge ◽  
Historical Events ◽  
Historical Sources ◽  
Moving Image ◽  
Construction Of Knowledge ◽  
Moving Images ◽  
News Broadcasts ◽  
Language Strategies ◽  
Constructing Meaning

This paper reflects on aspects of historical understanding developed in a classroom in which moving-image sources are analysed. Considered as non-fictional representations of the past, moving-image sources comprised broadcast images of historical events on newsreels, news broadcasts and documentaries. The study, carried out in a Maltese state secondary school, involved students (aged 15/16 years) analysing moving images as historical sources in their history lessons. Various aspects of understanding were identified: making connections with media content; using knowledge of one topic to shape another; discussing forms of historical knowledge in relation to each other; connecting with the wider historical picture; and constructing meaning using various language strategies. It is argued that these aspects offer a characterization of historical understanding when analysing broadcast footage of historical events in a constructivist classroom. It is suggested that underlying these aspects was students’ prior historical knowledge. I highlight the importance of maximizing on opportunities provided by moving-image sources to support understanding, particularly the co-construction of knowledge.

scholarly journals Identity crisis and its relationship to depression in adolescents

Twejer ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 629-691
Author(s):  
Jwan Nwri Raswl ◽  
Keyword(s):  
Social Sciences ◽  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Identity Crisis ◽  
Validity And Reliability ◽  
School Students ◽  
Two Measures ◽  
The Impact ◽  
The Relationship

The research aims to know the level of depression and identity crisis among high school students of Koisnjaq city and to know the relationship between them as well as to clarify the impact of gender differences on them. To achieve this, a hundred students participated randomly. To collect data, the research adopted the two measures of identity and depression crisis. The validity and reliability of both scales were at a satisfactory level. After collecting and analyzing the information using the statistical package for social sciences (spss), the results showed that the level of depression on its edge as a clinical disease, and that the participants suffer from a certain level of identity crisis, and the results did not show any statistically significant relationship between the level of depression and the identity crisis. Finally, gender differences did not appear to be statistically significant for both depression and identity crisis.

The Impact of Consciousness Raising and Communicative Tasks on Fluency and Accuracy during Interaction within Saudi Secondary School Students

2020 ◽  
Vol 11 (5) ◽  
pp. 710
Author(s):  
Adnan Mukhrib
Keyword(s):  
Secondary School ◽  
Classroom Interaction ◽  
Task Type ◽  
Test Results ◽  
Language Performance ◽  
School Students ◽  
Consciousness Raising ◽  
Awareness Raising ◽  
The Impact ◽  
The Relationship

This study investigated the effect of collaborative tasks on language performance, with a focus on fluency and accuracy. Three groups of Saudi learners of English in a secondary school were given either awareness raising tasks, meaning-based activities or a combination. Quantitative data collected from 72 Saudi learners of English and then analysed to answer the research questions. The test results were analysed for speech fluency, written fluency, accuracy and lexical richness to provide quantitative measures of any improvement over the three test periods. Consideration was also given to language related episodes (LREs), i.e. pauses, repetitions and self-correction to identify changes during the interactions. The results indicated that there was an improvement in both fluency and accuracy. In addition, there is a likely significant benefit of encouraging interaction amongst peers during a task-based learning approach, particularly when there is a combination of CT and CR tasks, when compared to one task type. The findings underline the relationship between classroom interaction and practice and improvements in fluency and accuracy. This is important due to the increasing view that in the teaching of EFL, fluency is being neglected despite its importance in achieving communicative competence as Tavakoli and Hunter (2018) noted. As a result of the findings we argue that Saudi secondary school EFL classes should place a greater emphasis on TBL and interaction, combining both consciousness raising and communicative tasks to maximise the improved benefits seen in this study.

Bullying and Delinquency: The Impact of Anger and Frustration

2020 ◽  
Vol 35 (4) ◽  
pp. 503-523 ◽  
Author(s):  
Charern Lee ◽  
Justin W. Patchin ◽  
Sameer Hinduja ◽  
Alexandra Dischinger
Keyword(s):  
High School Students ◽  
Negative Emotions ◽  
Delinquent Behavior ◽  
The United States ◽  
National Sample ◽  
School Students ◽  
Being Bullied ◽  
The Impact ◽  
The Relationship ◽  
Research And Policy

Few studies have explored whether individuals who are bullied at school or online are more likely to engage in delinquent behavior. Even less is known about whether negative emotions (i.e., anger or frustration)—as a result of being victimized—mediate the relationships between being bullied or cyberbullied and delinquency (as predicted by Agnew's general strain theory). The current study uses data from a national sample of 2,670 middle and high school students in the United States. Results indicate that youth who were bullied or cyberbullied, and who experience negative emotions as a result, are more likely to engage in delinquency. Negative emotions did not mediate the relationship between bullying and delinquency; however, they did partly mediate the relationship between cyberbullying and delinquency. The findings indicate that being bullied matters more in explaining delinquent behavior than the negative emotions that may result. Implications for research and policy are discussed in light of these findings.

Anticipated positive evaluation of social media posts: social return, revisit intention, recommend intention and mediating role of memorable tourism experience

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amit Mittal ◽  
Harveen Bhandari ◽  
Pawan Kumar Chand
Keyword(s):  
Social Media ◽  
World Heritage Site ◽  
Equation Modeling ◽  
Content Type ◽  
Revisit Intention ◽  
Heritage Site ◽  
Tourism Experience ◽  
The Impact ◽  
The Relationship ◽  
Positive Evaluation

Purpose The purpose of this study is to examine how the anticipated positive evaluation of a tourist’s social media posts by significant others, known as social return (SR), impacts the memorable tourism experience (MTE) and how this evaluation influences the revisit intention and recommend intention (operationalized dimensions of behavioral intention-BI). Design/methodology/approach The relationship among SR, MTE and BI was measured using established scales that were assessed for reliability and validity. Structural equation modeling was applied to the data collected from 316 respondents who had visited a heritage site. Findings The findings indicate that SR significantly impacts MTE and BI and MTE partially mediates the relationship between SR and BI. However, the impact of SR on revisit intention is weak despite being statistically significant. Research limitations/implications This paper seeks to extend the SR concept introduced in tourism and hospitality literature in 2018. This study validated the scale in a new context while retaining the inviolability of the scale by including a world heritage site. This study used an extended version of the MTE scale and an adapted version of the BI scale. The use of these three scales together is an attempt to examine the symbolic nature of social media posts that can generate perceptions regarding the memorability of the tourist’s visit. Originality/value SR is a relatively new construct and has been very sparsely studied with no known study linking SR, MTE and BI.

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