Memory Practices in the Classroom

2015 ◽  
Vol 7 (2) ◽  
pp. 89-109 ◽  
Author(s):  
Johanna Ahlrichs ◽  
Katharina Baier ◽  
Barbara Christophe ◽  
Felicitas Macgilchrist ◽  
Patrick Mielke ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Media Studies ◽  
History Education ◽  
Memory Studies ◽  
Ethnographic Fieldwork ◽  
The Past ◽  
Online Videos ◽  
Memory Practices

This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media- saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vignettes from ethnographic fieldwork in German secondary schools, this article identifies different memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks, and online videos that enacts what counts as worth remembering today: reproduction; destabilization without explicit contestation; and interruption. Exploring mediated memory practices thus highlights an array of (often unintended) ways of making the past present.

scholarly journals Reform of the history curriculum in China’s secondary schools

2020 ◽  
pp. 207-214
Author(s):  
Rong Liu
Keyword(s):  
Secondary Schools ◽  
Chinese Culture ◽  
History Education ◽  
Significant Progress ◽  
The Past ◽  
History Curriculum ◽  
National Spirit ◽  
Historical Education

China is a country that attaches much importance to historical education, inherits Chinese culture and revives the national spirit through historical education. Over the past hundred years, especially since the founding of New China (PRC), historical education in secondary schools has made significant progress despite the country’s development difficulties. The article analyzes the achievements in reforming history education in secondary schools in terms of improving, evolving, and changing the history curriculum. The reform has been carried out with a view to improving historical education in secondary schools in PRC. The article will be useful for the exchange of experience in historical education between the PRC, Russia and other interested countries.

Memory in Early Modern Europe, 1500-1800

2017 ◽  
Author(s):  
Judith Pollmann
Keyword(s):  
Early Modern ◽  
Memory Studies ◽  
Early Modern Europe ◽  
Primary Research ◽  
The Past ◽  
Social Reference ◽  
Modern Europe ◽  
Memory Practices ◽  
Do So ◽  
The Way

This book is an introduction into the way in which Europeans on the Continent and in the British Isles practised memory in the three centuries between 1500 and 1800. In early modern Europe the past served as a main frame of moral, political, legal, religious, and social reference for people of all walks of life. Because it mattered so much, it was also hotly contested, and subject to constant reinvention. Building on both existing studies and new primary research, the first aim of this book is to account for the omnipresence, importance, and changing uses of the past among early modern Europeans. Its second aim is to situate early modern memory more clearly in the memory studies field, and to show how relevant a better knowledge of early modern memory is to students and scholars who study memory practices in modern societies. Many scholars have argued that the age of revolutions at the end of the eighteenth century completely transformed the way in which Europeans experienced the past and came to think about the future. This book demonstrates that while some memory practices had indeed profoundly changed by 1800, this was not because of revolutionary rupture. Changes were gradual and did not put an end to traditional ways of thinking about the past; rather, old and new ways came to exist side by side, and, to a surprising extent, continue to do so to our own day.

Empowering Critical Memory Consciousness in Education

2021 ◽  
Vol 13 (2) ◽  
pp. 95-113
Author(s):  
Alexandre Dessingué ◽  
Ketil Knutsen
Keyword(s):  
History Education ◽  
Memory Studies ◽  
Dynamic Memory ◽  
The Past ◽  
Educational Perspective ◽  
Official Sources

This article addresses memory studies from an educational perspective. In order to encourage pupils and students as independent agents in memory cultures they are part of, it is not enough to (as history education prescribes) learn history as a narrative about the past based on official sources or via the analyses of different uses of history. Rather, today history should also be considered as one of many different dynamic memory acts that define and redefine the past and the societies we live in. We therefore develop the concept of critical memory consciousness and argue for a memory pedagogy that gives learners the possibility to analyze memories that arise out of collective, cultural, and dialogic processes.

Memory Practices in History Education about the 1947 British India Partition

2015 ◽  
Vol 7 (2) ◽  
pp. 10-28 ◽  
Author(s):  
Meenakshi Chhabra
Keyword(s):  
Secondary School ◽  
Collective Memory ◽  
History Education ◽  
Historical Event ◽  
Collective Violence ◽  
British India ◽  
Complex Dynamic ◽  
History Textbook ◽  
Collective Memories ◽  
Memory Practices

This article is an epistemological reflection on memory practices in the construction, deconstruction, and reconstruction of collective memories of a historical event involving collective violence and conflict in formal and informal spaces of education. It focuses on the 1947 British India Partition of Punjab. The article engages with multiple memory practices of Partition carried out through personal narrative, interactions between Indian and Pakistani secondary school pupils, history textbook contents, and their enactment in the classroom by teachers. It sheds light on the complex dynamic between collective memory and history education about events of violent conflict, and explores opportunities for and challenges to intercepting hegemonic remembering of a violent past.

scholarly journals Quantified Nostalgia: Social Media, Metrics, and Memory

2021 ◽  
Vol 7 (2) ◽  
pp. 205630512110088
Author(s):  
Benjamin N. Jacobsen ◽  
David Beer
Keyword(s):  
Social Media ◽  
Focus Group ◽  
Qualitative Interviews ◽  
The Past ◽  
Group Data ◽  
Focus Group Data ◽  
Social Media Platforms ◽  
Memory Practices ◽  
The Relationship

As social media platforms have developed over the past decade, they are no longer simply sites for interactions and networked sociality; they also now facilitate backwards glances to previous times, moments, and events. Users’ past content is turned into definable objects that can be scored, rated, and resurfaced as “memories.” There is, then, a need to understand how metrics have come to shape digital and social media memory practices, and how the relationship between memory, data, and metrics can be further understood. This article seeks to outline some of the relations between social media, metrics, and memory. It examines how metrics shape remembrance of the past within social media. Drawing on qualitative interviews as well as focus group data, the article examines the ways in which metrics are implicated in memory making and memory practices. This article explores the effect of social media “likes” on people’s memory attachments and emotional associations with the past. The article then examines how memory features incentivize users to keep remembering through accumulation. It also examines how numerating engagements leads to a sense of competition in how the digital past is approached and experienced. Finally, the article explores the tensions that arise in quantifying people’s engagements with their memories. This article proposes the notion of quantified nostalgia in order to examine how metrics are variously performative in memory making, and how regimes of ordinary measures can figure in the engagement and reconstruction of the digital past in multiple ways.

scholarly journals Babi Yar and the Nazi Genocide of Roma: Memory Narratives and Memory Practices in Ukraine

2021 ◽  
pp. 1-21
Author(s):  
Andrej Kotljarchuk
Keyword(s):  
Comprehensive Analysis ◽  
Clear Picture ◽  
Third Generation ◽  
History And Memory ◽  
The Past ◽  
Contemporary Situation ◽  
Memory Practices

Abstract Thousands of Roma were killed in Ukraine by the Nazis and auxiliary police on the spot. There are more than 50,000 Roma in today’s Ukraine, represented by second and third generation decendants of the genocide survivors. The discussion on Roma identity cannot be isolated from the memory of the genocide, which makes the struggle over the past a reflexive landmark that mobilizes the Roma movement. About twenty Roma genocide memorials have been erected in Ukraine during last decade, and in 2016 the national memorial of the Roma genocide was opened in Babi Yar. However, scholars do not have a clear picture of memory narratives and memory practices of the Roma genocide in Ukraine. A comprehensive analysis of the contemporary situation is not possible without an examination of the history and memory of the Roma genocide before 1991.

scholarly journals Of dragons and dinosaurs: How children’s toys and games create ideas of the past, of history and of fiction

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Christoph Kühberger
Keyword(s):  
Historical Fiction ◽  
History Education ◽  
Historical Thinking ◽  
Evidence Base ◽  
Ethnographic Research ◽  
The Past ◽  
Historical Culture ◽  
Fictional Representations

This article outlines a trend in popular historical culture which has seen the increasing replacement of a concept of history that rests on some form of evidence base by visions of fictional pasts, or – to put it more precisely – by an ambiguous blend of the past and fictional pasts. Drawing on ethnographic research focused on the contents of Austrian children’s rooms, this paper explores traceable manifestations of history and historical fiction, particularly toy dragons and dinosaurs, in their properties as objects and as focuses of their owners’ interpretations as ascertained in interviews. The research finds little clear demarcation in the minds of the children interviewed (all between 8 and 12 years old) between imaginings and cognitive attempts to reconstruct the past. The article examines the influence of these factual–fictional representations on historical thinking from a history education perspective.

Shameless dicks: On male privilege, dick pic scandals, and public exposure

First Monday ◽  
2021 ◽  
Author(s):  
Susanna Paasonen ◽  
Jenny Sundén
Keyword(s):  
Sexual Harassment ◽  
Media Studies ◽  
Public Interest ◽  
Male Privilege ◽  
High Profile ◽  
The Past ◽  
Feminist Media Studies ◽  
Public Exposure ◽  
Revenge Porn ◽  
Social Privilege

Academic debates on shame and the involuntary networked circulation of naked pictures have largely focused on instances of hacked accounts of female celebrities, on revenge porn, and interconnected forms of slut-shaming. Meanwhile, dick pics have been predominantly examined as vehicles of sexual harassment within heterosexual contexts. Taking a somewhat different approach, this article examines leaked or otherwise involuntarily exposed dick pics of men of notable social privilege, asking what kinds of media events such leaked data assemble, how penises become sites of public interest and attention, and how these bodies may be able to escape circuits of public shaming. By focusing on high-profile incidents on an international scale during the past decade, this article moves from the leaked shots of male politicians as governance through shaming to body-shaming targeted at Harvey Weinstein, to Jeff Bezos’s refusal to be shamed through his hacked dick pic, and to an accidentally self-published shaft shot of Lars Ohly, a Swedish politician, we examine the agency afforded by social privilege to slide through shame rather than be stuck in it. By building on feminist media studies and affect inquiry, we attend to the specificities of these attempts to shame, their connections to and disconnections from slut-shaming, and the possibilities and spaces offered for laughter within this all.

scholarly journals Beyond trauma? Memories of Joi/y and memory play in Blade Runner 2049

2019 ◽  
Vol 12 (1) ◽  
pp. 61-73 ◽  
Author(s):  
Silke Arnold-de Simine
Keyword(s):  
Cultural Memory ◽  
Meaning Making ◽  
Memory Studies ◽  
Trauma Theory ◽  
Cultural Experience ◽  
The Past ◽  
Blade Runner ◽  
Dominant Paradigm

Cultural memory studies finds itself at an impasse: whereas ‘cultural memory’ is conceptualized as mediated, dynamic, imaginative and shaped by the present, the dominant paradigm of ‘trauma’ illuminates the hold the past has on us, casting the shadow of a melancholic subjectivity that threatens to obscure our agency as (political) subjects. This article asks what lies in store for memory studies beyond the focus on (classic) trauma (theory). Using the movie Blade Runner 2049 (US 2017; dir: Denis Villeneuve) as an illustrative example, it explores how creative and joyful forms of meaning-making through play and acts of memory inform each other in what the psychoanalyst DW Winnicott described as ‘cultural experience’.

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