“Longing for the Past“

2012 ◽  
Vol 4 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Terry Haydn
Keyword(s):  
Young People ◽  
History Education ◽  
Education Professionals ◽  
Traditional Form ◽  
Historical Perspectives ◽  
The Past ◽  
Teaching History ◽  
Intellectual Autonomy ◽  
School History ◽  
The Uk

Scrutiny of the statements of UK politicians about the nature and purposes of teaching history in schools shows a strong desire to return to the “traditional“ form of history education which was dominant in the UK until the 1970s, with its strong emphasis on a positive and heroic rendering of the national past and movement away from the idea of history education to develop intellectual autonomy and provide historical perspectives on contemporary issues and problems. The concluding section of the paper considers the implications of this attempt to “turn back the clock“ and argues that it is intensifying the polarization between policymakers and history education professionals, perhaps ultimately leading to a form of school history which many young people consider to be irrelevant and implausible.

History—Consuming Pasts

1994 ◽  
Vol 4 (4) ◽  
pp. 257-275 ◽  
Author(s):  
Stefan Tanaka
Keyword(s):  
History Education ◽  
Historical Narrative ◽  
Nation State ◽  
Considerable Variability ◽  
Narrative History ◽  
The Past ◽  
Teaching History ◽  
Interpretive Strategies

Abstract I use the idea of consumption to discuss questions of agency and purpose in history. History, as a consumer of pasts, is itself an agent in the interpretive strategies employed in the construction of a historical narrative. History also consumes people as it attempts to impose its homogenizing narrative. In these senses, there is purpose: to give order and meaning to—thus prioritizing—certain pasts over others and to define commonality—especially of the nation or nation-state—and thus marginality. This view brings out the historicity of history: that there is always contestation in representations of the past, and that there is considerable variability in how individuals make such history meaningful to themselves. The latter brings out another notion of consumption—that individuals consume history. Which parts of history people imbibe, however, depend on connections with their experience, their own pasts and histories. In terms of pedagogy, we must be aware that objectivistic history often meets resistance, invites parody, or fosters disbelief. If one goal of teaching history is to foster belief in the nation-state, then a monological narrative might not be the best way to accomplish that goal. (History; Education; Nation)

scholarly journals SCIENTIFIC AND METHODOLOGICAL SUPPORT OF SCHOOL EDUCATION IN HISTORY IN UKRAINE (THE END OF XX – THE BEGINNING OF XXI CENTURY): HISTORIOGRAPHY OF EDUCATIONAL EDITIONS

2020 ◽  
pp. 7-15
Author(s):  
Yuliia Antybura
Keyword(s):  
History Education ◽  
Scientific Research ◽  
School Education ◽  
Approaches To Teaching ◽  
Teaching History ◽  
Teaching Aids ◽  
Scholarly Publications ◽  
School History ◽  
Scientific Papers ◽  
Pedagogical Research

The article considers the historiography of the problem of scientific and methodological support of school education in history in Ukraine. The results of the analysis of the complex of studies and scholarly publications review on the topic are presented in this paper. The general scientific research methods are defined: they are analysis, synthesis, systematization, analogy, classification, which were used to analyze the views of domestic and foreign scientists on the problems of school history education, its scientific and methodological support, updating the content and approaches to teaching history at school. The author defines the concept “scientific and methodological support” through such components as curricula, teaching aids and textbooks, methodology of teaching a subject, legislative and regulatory framework. It is noted that the problems of scientific and methodological support of school historical science were studied by both academic historians and teachers-practitioners. Nowadays, the studies devoted to the content and methods of teaching history are becoming increasingly important. Scientific papers on the topic are divided into several groups. The first group includes general pedagogical research concerning the goals and objectives of secondary education in Ukraine. Such works include teaching aids and textbooks on general pedagogy, history of pedagogy, pedagogical anthologies. The second group includes serious monographs describing the content of history education, updating programs and textbooks. The particular emphasis is placed on works covering the period from Ukraine’s independence, at the beginning of the XXI century. The third group consists of works on the methodology of teaching history in schools. Such works are focused on the practical aspects of teaching history, the structure and content of history lessons, and the like. The fourth group of scientific research consists of those papers, which are devoted to the discussions about the purpose and content of historical education. These are materials of thematic conferences and round tables. The author determined the prospects for further scientific research. Based on the analysis and synthesis of the available scientific papers, it is possible not only to give a detailed description of school history courses, textbooks, approaches to teaching history at school, but also to identify the positive and negative aspects of the content of school history education in Ukraine, to identify problems and ways to overcome them.

scholarly journals ‘I’m not Catholic and I’m not Protestant’: Identity, individualisation and challenges for history education in Northern Ireland

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Abigail Branford
Keyword(s):  
Northern Ireland ◽  
Life Stories ◽  
History Education ◽  
Peace Building ◽  
Small Scale ◽  
The Past ◽  
Post Conflict ◽  
School History ◽  
Interfaith Marriages ◽  
Youth Identities

Teaching sensitive histories in post-conflict societies makes particular demands on educators to understand students’ identities and their relationships to the past. This paper expands our understanding of post-conflict youth identities and experiences of history education through a small-scale study of students’ life stories in Northern Ireland which defied sectarian boundaries in different ways: some were children of interfaith marriages, while others attended integrated schools or were part of cross-community peace-building organisations. Participants saw themselves as forging new identities and ‘moving on’ from the past, although this process was fraught with ambivalence. I describe these expressions of identity through Ulrich Beck’s (1992) model of triple individualisation. For these ‘post-sectarian’ students, school history was seen largely as a tool towards achieving qualification, far removed from their everyday struggles of self-fashioning.

scholarly journals Torn between patriotic, civic and disciplinary aspirations. Evolving faces of Belgian and Flemish history education, from 1830 to the future

2018 ◽  
Author(s):  
Karel Van Nieuwenhuyse
Keyword(s):  
History Education ◽  
Analytical Framework ◽  
Interesting Case ◽  
School Subject ◽  
The Past ◽  
School History ◽  
Different Types ◽  
History Of ◽  
Current Reform

Torn between patriotic, civic and disciplinary aspirations. Evolving faces of Belgian and Flemish history education, from 1830 to the futureHistory education worldwide faces competing, rival visions and even contrasting expectations. Those expectations can be clustered in three main groups, each pursuing a different main goal for and a different approach towards studying the past: ‘nation-building and social cohesion’, ‘democratic participation and civic behavior’, and ‘disciplinary understanding’. This contribution examines how secondary school history education in Belgium (since its establishment in 1830) has been given shape, and how its main goals have evolved. Belgium (and later on Flanders) serves as an interesting case study, as the country testifies to a difficult, contested past, has evolved into a nation-state in decline, and is increasingly characterized by intercontinental immigration. Using the three clusters of rival expectations as an analytical framework, it is analyzed what the consecutive main goals for the school subject of history have been, which changes occurred throughout the past two centuries and why, and what have been the effects of these different types of history education on young people. The analysis allows to discern three main stages in the history of history education in Belgium/Flanders. For all three, the main goals are explained, and their effects examined. This contribution concludes with critically discussing the different aims, and, while reporting on the current reform of the school subject of history in Flanders, setting a fourth aim to the fore. Rozziew pomiędzy aspiracjami patriotycznymi, obywatelskimi i zrozumieniem dyscypliny. Ewolucja oblicza nauczania historii w szkołach Belgii i Flandrii od 1830 roku i jego przyszłośćNa całym świecie nauczanie historii napotyka konkurujące i rywalizujące ze sobą wyobrażenia, a nawet rodzi sprzeczne oczekiwania. Oczekiwania owe można ująć w trzy kompleksy zasadniczych zagadnień, przy czym każdy z nich ma inny główny cel studiowania przeszłości i inaczej do niego podchodzi; są to: „budowanie narodu i spójność społeczna”, „demokratyczna partycypacja i postawy obywatelskie” oraz „rozumienie dyscypliny”. Artykuł omawia, w jaki sposób kształtowało się nauczanie historii w szkołach średnich w Belgii (od jej powstania w 1830 roku) i jak ewoluowały jego główne cele. Belgia (a później Flandria) służy jako interesujący przypadek badawczy, gdyż kraj ten doświadczył trudnej, kontestowanej przeszłości, stał się państwem jednonarodowym w upadku i coraz bardziej właściwa mu jest międzykontynentalna imigracja. Wykorzystując wspomniane wyżej trzy kompleksy złożonych oczekiwań jako analityczne ramy badawcze, autor analizuje najistotniejsze zadania, które stoją przed przedmiotem szkolnym historia, następnie omawia zmiany, które zaszły w tym zakresie w minionych dwóch stuleciach i wyjaśnia ich przyczyny, a wreszcie docieka, jaki wpływ odmienne rodzaje nauczania historii wywarły na młodych ludzi. Analiza pozwala wyróżnić trzy zasadnicze etapy w dziejach nauczania historii w Belgii / Flandrii. Autor objaśnia, jakie główne cele stały przed wszystkimi trzema grupami i jakie przyniosły efekty. Artykuł zamyka krytyczna ocena omawianych celów oraz przedstawienie aktualnie mającej miejsce reformy przedmiotu szkolnego historia we Flandrii, a na końcu wskazanie czwartego celu: edukacji na przyszłość. [Trans. by Jacek Serwański]

scholarly journals Alcohol misuse by the young: problems and solutions

2010 ◽  
Vol 7 (4) ◽  
pp. 81-81
Author(s):  
David Skuse
Keyword(s):  
Northern Ireland ◽  
Young People ◽  
Medical Association ◽  
Alcohol Misuse ◽  
Control Strategies ◽  
The Past ◽  
Alcohol Control ◽  
Current Trends ◽  
Problems And Solutions ◽  
The Uk

Back in April 2006 (vol. 3, no. 2) we published papers on the theme of misuse of alcohol by young people, 3 years after the UK government had introduced the option of 24-hour drinking. The British Medical Association (BMA) subsequently recommended that there should be a programme of research to examine the consequences of this change to our drinking culture. In 2008, it reported on current trends in alcohol misuse (BMA Board of Science, 2008). An appendix to that report summarises the different alcohol control strategies pursued by the governments of England, Wales, Scotland and Northern Ireland in the past few years. These are outlined in the document Safe. Sensible. Social. The Next Steps in the National Alcohol Strategy (HM Government, 2007).

Archaeological Education

Anthropology ◽  
2017 ◽  
Author(s):  
Michael Corbishley
Keyword(s):  
Young People ◽  
Second World War ◽  
World War ◽  
Historic Sites ◽  
The Public ◽  
The Past ◽  
The Everyday ◽  
Ancient Monuments ◽  
The Uk ◽  
Second World

Was there ever a time before there was archaeological education? In the 1920s the topic began to be discussed by some archaeologists in Britain. A conference was held in 1943 at the Institute of Archaeology in London to discuss the future of archaeology in the UK once the Second World War was over. One of the sessions focused on education in primary and secondary schools and in universities and in adult education. To most people back then, linking the words “archaeology” and “education” meant only school trips to ancient monuments and, in some museums, school officers who gave lessons based on the collections. Archaeology in the 21st century faces outward more than inward, with many professional and unpaid voluntary archaeologists working on projects that actively involve the public and young people. Those who are both archaeologists and educators want to educate young people so that they are excited by and protect and care for our past. It is now common in many countries to think of the past as more than just a time and a place that existed long ago. It includes the past that we ourselves have experienced, as well as the past of our parents and grandparents. In fact, the archaeology of contemporary cultures has now become respectable. Education for adults as well as for young people should include examples of and discussions about the way archaeologists work, scientifically searching for evidence to authenticate those stories about the past. Archaeologists help people celebrate the wonders of the past, and the everyday life of past peoples, but also express concerns about the destruction of the world’s most important monuments. While an archaeologist’s ultimate aim might not be to train hundreds of future archaeologists, those in the field should consider the best ways of sharing knowledge and expertise. For young people in particular, in formal and informal situations, getting archaeology in the curriculum and encouraging fun activities (for families and the general public) at historic sites and museums is essential.

The Mission Project: Teaching History and Avoiding the Past in California Elementary Schools

2021 ◽  
Vol 91 (1) ◽  
pp. 109-132
Author(s):  
HARPER BENJAMIN KEENAN
Keyword(s):  
Elementary Schools ◽  
History Education ◽  
Fourth Grade ◽  
Colonial History ◽  
Spanish Colonial ◽  
The Past ◽  
Teaching History ◽  
History Of

In this article, Harper B. Keenan investigates the treatment of violence in elementary history education through a case study of a fourth-grade unit on the colonial history of California featuring “the mission project,” a long-standing tradition in California’s elementary schools that has students construct a miniature model of a Spanish colonial mission. Grounded in broader social and historical contexts, the study explores how the use of model making invites children to engage with colonial history and what the assignment reveals about how adults teach children about the violent past. Keenan argues that the mission project perpetuates a societal pattern of “ritual avoidance.”

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

Dowagers, Debs, Nuns and Babies: The Politics of Nostalgia and the Older Woman in the British Sunday Night Television Serial

2013 ◽  
Vol 10 (4) ◽  
pp. 769-784 ◽  
Author(s):  
Estella Tincknell
Keyword(s):  
Older Women ◽  
Social Role ◽  
Mature Female ◽  
Older Woman ◽  
Distinctive Features ◽  
The Past ◽  
Political Position ◽  
The Social ◽  
The Uk ◽  
Popular Television

The extensive commercial success of two well-made popular television drama serials screened in the UK at prime time on Sunday evenings during the winter of 2011–12, Downton Abbey (ITV, 2010–) and Call the Midwife (BBC, 2012–), has appeared to consolidate the recent resurgence of the period drama during the 1990s and 2000s, as well as reassembling something like a mass audience for woman-centred realist narratives at a time when the fracturing and disassembling of such audiences seemed axiomatic. While ostensibly different in content, style and focus, the two programmes share a number of distinctive features, including a range of mature female characters who are sufficiently well drawn and socially diverse as to offer a profoundly pleasurable experience for the female viewer seeking representations of aging femininity that go beyond the sexualised body of the ‘successful ager’. Equally importantly, these two programmes present compelling examples of the ‘conjunctural text’, which appears at a moment of intense political polarisation, marking struggles over consent to a contemporary political position by re-presenting the past. Because both programmes foreground older women as crucial figures in their respective communities, but offer very different versions of the social role and ideological positioning that this entails, the underlying politics of such nostalgia becomes apparent. A critical analysis of these two versions of Britain's past thus highlights the ideological investments involved in period drama and the extent to which this ‘cosy’ genre may legitimate or challenge contemporary political claims.

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