scholarly journals Narrativa y significación histórica en la comunicación de los museos nacionales canadienses en Facebook

Panta Rei ◽  
2021 ◽  
Vol 15 ◽  
pp. 185-207
Author(s):  
Iñaki Navarro Neri ◽  
Pilar Rivero ◽  
Borja Aso ◽  
Ana María Mendióroz-Lacambra
Keyword(s):  
Formal Education ◽  
Historical Thinking ◽  
Historical Narrative ◽  
Work Of Art ◽  
Historical Significance ◽  
Heritage Education

El patrimonio juega un papel determinante en la construcción de la ciudadanía y las identidades, de ahí la responsabilidad que las instituciones culturales, como los museos, tienen a la hora de articular sus propuestas y discursos. En este artículo se presentan los resultados obtenidos tras analizar el discurso emitido a través de sus posts de los cinco museos nacionales canadienses más activos en Facebook durante 2020, en cuanto a narrativa histórica y al enfoque elegido a la hora de tratar la significación histórica de una pintura, una pieza de la colección, etc. Los resultados muestran una actividad planificada con discursos donde predomina la narrativa histórica tradicional y un enfoque, en cuanto al tipo de significación histórica otorgada a una pieza, centrado principalmente en la relevancia e importancia de los elementos patrimoniales en el imaginario colectivo canadiense.Los datos contribuyen a conocer mejor el desarrollo de pensamiento histórico en el ámbito de la educación no formal en el contexto digital. Teniendo en cuenta la escasez de investigaciones en esta línea, se abre una vía de trabajo novedosa en la didáctica de la historia y del patrimonio. and the approach chosen when dealing with the historical significance of a painting, work of art, etc. The results show a constant and planned activity with discourses dominated by traditional historical narrative, and an approach, in terms of the type of historical significance given to a piece, mainly focused on the relevance and importance of heritage elements in the Canadian collective imagination.The results contribute to a better understanding of the development of historical thinking in the field of non-formal education in the digital context. As there is hardly any research in this area, this research constitutes a new line of investigation in the context of history and heritage education.

“The Ghosts Are Watching”: The Globe's Battlefield Performances ofHenry VI

2018 ◽  
Vol 59 (1) ◽  
pp. 45-62
Author(s):  
Joyelle Ball
Keyword(s):  
Geographical Location ◽  
Historical Narrative ◽  
Site Specific ◽  
Historical Significance ◽  
Performance Space ◽  
Wars Of The Roses ◽  
Henry Vi ◽  
Historical Sites ◽  
A Site ◽  
Physical Access

In the summer of 2013, Shakespeare's Globe, the company based at the Globe reconstruction in London, mounted productions of the three parts of Shakespeare'sHenry VIat Wars of the Roses battlefield sites. The battlefield as performance space, with its rolling hills and buried corpses, mediated the temporal overlap of past and present, as contemporary bodies engaged with the construction of a historical narrative in the fictional play and the actual historical moments of the Wars of the Roses. The associations entrenched in the soil of these sites, the physical remains and histories of the past, encode a connective experience for the contemporary participants interacting with it. The battlefield site, then, is not just a site of historical significance—it is also a site of historical reenactment, where present bodies meet absent ones in the Globe's attempt to converge separated temporalities. The Globe framed the battlefield performances as a way of enlivening history by grounding well-worn Shakespearean texts in the places they represent. But the Globe, in collaboration with The Space, an online arts collective, also filmed the ten-hour marathon event at the Barnet battlefield, live-streamed, and then saved the performance to a digital archive. So the Globe displaced the site of their site-specific experience. Virtual spectatorship, a result of the Globe's efforts to increase access to their battlefield performances by making them available online, adds another layer of absence to the battlefield. The virtual spectator as absent spectator challenges the privileging of a physical viewing experience that the Globe's “open-air” project promotes. The displacement of site disrupts the relationships grounded in the material performance space and its geographical connections, and expands the understanding ofsite-specificby demonstrating how a specific relationship to place might be produced and maintained without physical access to a geographical location. Together with their placement at the historical sites and transmission into virtual spaces, the battlefieldHenry VIs generate a multiplicity of shared viewing experiences. These shared experiences mediate the continuation of a (re)constructed historical and collective memory and highlight the role of spectatorship, both physical and virtual, in the formation of communal and national identity.

scholarly journals ‘What did it achieve?’ – Students’ conceptions about the significance of the French Revolution

Panta Rei ◽  
2021 ◽  
Vol 15 ◽  
pp. 51-67
Author(s):  
Christian Mathis
Keyword(s):  
French Revolution ◽  
Qualitative Method ◽  
Historical Thinking ◽  
Ninth Graders ◽  
Group Discussions ◽  
Historical Significance ◽  
The Everyday ◽  
Different Types ◽  
History Of ◽  
The French Revolution

Este estudio presenta las percepciones de los estudiantes sobre las consecuencias y la relevancia histórica de la Revolución Francesa. Se recogieron datos de alumnos suizos-alemanes de noveno grado (de 15 a 16 años; N=22) mediante discusiones de grupo y entrevistas centradas en problemas. Los datos se analizaron mediante un método cualitativo reconstructivo. El pensamiento histórico de los alumnos está dominado por la creencia en el progreso y el presentismo. Los jóvenes se ven envueltos en la historia de la Revolución Francesa, que tiene una relevancia y significado simbólico y presente-futuro (Cercadillo). Así, construyen la relevancia histórica de forma ejemplar (Rüsen). Estos patrones explicativos están anclados en las ideas cotidianas y no en una comprensión científica. Una consecuencia de esto es que los profesores deben modelar cognitivamente el pensamiento mostrando cómo los historiadores narran la relevancia histórica de la Revolución Francesa, haciendo explícito este concepto de segundo orden y ofreciéndoles la oportunidad de conocer y analizar diferentes tipos de narrativa (Rüsen). This study presents students’ conceptions about the consequences and significance of the French Revolution. The data were collected from Swiss ninth graders (15 to 16 years old; N=22) by means of group discussions and problem-centred interviews. The data were evaluated using a reconstructive qualitative method. The students’ historical thinking is dominated by a belief in progress and paramount presentism. The adolescents feel entangled in the history of the French Revolution, it has a symbolic and present-future significance (Cercadillo). Thus, they construct historical significance in an exemplary way (Rüsen). These explanatory patterns are anchored in the everyday conceptions of the students and not in an academic understanding of history. Therefore, teachers should cognitively model learners’ thinking by showing how historians narrate and construct the historical significance of the French Revolution, by making this second-order concept explicit and by giving them the opportunity to explore different types of narrative (Rüsen).

scholarly journals MONUMENT IN THE CONTEXT OF HISTORICAL MEMORY

2021 ◽  
pp. 76-85
Author(s):  
I.A. Apollonov ◽  
◽  
A.A. Khlevov ◽  
Keyword(s):  
Intrinsic Value ◽  
Historical Memory ◽  
Personal Characteristics ◽  
Historical Narrative ◽  
Historical Significance ◽  
The Past ◽  
The People ◽  
Historical Monuments ◽  
Level Of Understanding ◽  
Historical Truth

The article examines the problem of the relationship between historical monuments and historical memory. The purpose of the article: to consider the hermeneutical significance of monuments. In this context, the sculptural image is considered as a special way of understanding the past and interpreting history. This approach involves the use of hermeneutical methodology in the study of historical monuments, in which monuments appear to be the assertion of certain values and ideas. The ideas expressed in the monuments connect the past with the present and the future, are the embodiment of the identification symbols of the people and the state. The ideological component of the semantics of historical monuments is investigated. It is shown that the monuments are used to establish a certain political project of power, which is justified by the construction of the corresponding historical narrative. At the same time, monuments appear as sacred symbols of historical memory in its essential aspect, as a fateful connection between the past and the present. The dialogical nature of historical memory is considered. It is proved that the main condition for such dialogicality is the apophatic horizon of historical truth, which allows us to see the unity and integrity of the historical process in the diversity of past events. The penetration into the apophatic horizon of the truth about the past determines the hermeneutic potential of the historical monument as a means of understanding and conceptualizing the memory of the past. The author considers the semantic levels of a historical monument: the external level, which addresses the facticity of a historical person or event, and the artistic content of the monument, which reveals the significance of this facticity. The semantics of the first level is determined by the ideologeme associated with the policy of memorization. The intrinsic value of this level leads to simplification, schematization of the image, turning the monument into a simple memorative sign. The second level involves the expression of the ideological content of history in the monument. Such a level of understanding is based on the personal characteristics of the hero to his specific historical significance and universal universal meanings. Thus, a hermeneutic circle is formed, in which the visual concreteness of the image combines the facticity of a historical person or event and the ideological content of this facticity.

scholarly journals Cultura, cidadania e patrimônio cultural: interfaces entre a escola, a cidade e as políticas culturais na cidade de Guararema, SP

Perspectiva ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 319
Author(s):  
Francisco Carlos Franco ◽  
Rosalia Maria Netto Prados ◽  
Luci Mendes Bonini
Keyword(s):  
Cultural Heritage ◽  
Formal Education ◽  
Basic Education ◽  
Cultural Property ◽  
Critical Perspective ◽  
Cultural Policies ◽  
Heritage Education ◽  
First Results ◽  
The City ◽  
Patrimoine Culturel

<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p319</p><p>O presente texto aborda a questão do patrimônio material e imaterial e seu potencial educativo na formação cidadã de alunos da educação básica. Tem como objetivo refletir sobre as perspectivas de desenvolvimento de uma Educação Patrimonial em uma cidade educadora. Fundamenta essa discussão estudos que analisam a educação sob uma perspectiva crítica, em que esta supere a simples transmissão e contemplação dos bens patrimoniais destituídas de sentido, presentes em muitas propostas educativas em instituições de educação formal e não formal, de modo, ainda, que haja colaboração com a gestão do patrimônio cultural. Sendo assim, este texto contempla reflexões sobre a educação patrimonial como uma área emergente na educação e analisa uma experiência na região do alto Tietê, no município de Guararema. Os primeiros resultados apontam para considerações de que a Educação Patrimonial deve ser um diálogo permanente entre as vivências, experiências e percepções dos educandos e cidadãos ante os bens culturais e suas formas de ser e de agir cotidianos, com os conteúdos escolares e ações educativas desenvolvidas nas unidades escolares e instituições culturais, como forma de entender os processos constituintes de sua identidade cultural auxiliando na gestão do patrimônio cultural.</p><p> </p><p><strong>Culture, citizenship and cultural heritage: interfaces between the school, the city and cultural policies in the city of Guararema, SP </strong></p><p> <strong>Abstract</strong></p><p>This paper addresses the issue of tangible and intangible heritage and its educational potential in formation of citizenship of basic education students. It aims to reflect on the perspectives for developing a heritage education in an educating city. This discussion is based in the Heritage Education in studies which examine education from a critical perspective , in that it exceeds the simple transmission and contemplation of the property meaningless, present in many proposals on educational institutions and formal education, and non-formal, so also there is collaboration with the management of cultural heritage. This discussion is based in studies which examine education from a critical perspective , in which it exceeds the simple transmission and contemplation of the property meaningless, present in many  educational proposal in formal education, and non-formal institutions, although there is collaboration with the management of cultural heritage. This article includes reflections on heritage education as an emerging field in education and analyzes the experience in the upper Tietê, in the municipality of Guararema, in São Paulo state. The first results indicate that the considerations of that heritage education should be an ongoing dialogue among the experiences, perceptions and participation of students and citizens about cultural property and their ways of being and acting everyday with learning contents and educational activities developed in school units and in cultural institutions as a way to understand the constituent processes of cultural identity assisting in the management of cultural heritage.</p><p><strong>Keywords:</strong> Heritage Education. Cultural Policies. Educating City.</p><p><strong> </strong></p><p><strong>Culture, citoyenneté et patrimoine culturel: les interfaces entre l'école, la ville et les politiques culturelles dans la ville de Guararema, SP</strong></p><p> </p><p><strong>Résumé</strong></p><p>Cet article traite de la question du patrimoine matériel et immatériel et de leur potentiel éducatif dans la formation des étudiants à la citoyenneté dans l'éducation de base. Vise à réfléchir sur les perspectives de développement d’une éducation au patrimoine dans une ville éducatrice. Sur la base on a des études qui analysent l’éducation au patrimoine dans une perspective critique, pour surmonter la simple transmission et la contemplation des biens patrimoniales sans signification, présent dans de nombreuses propositions d'enseignement dans les établissements d'éducation formelle et non formelle, de moyen qui puisse exister la collaboration avec la gestion du patrimoine culturel. Cet article contient des réflexions sur la pédagogie du patrimoine comme un domaine émergent dans l'éducation et analyse l'expérience dans la région de l’Alto Tietê, dans la ville de Guararema. Les premiers résultats indiquent que les considérations sur l'Éducation au Patrimoine devraient être un dialogue permanent entre les connaissances, les perceptions et les expériences des étudiants et des citoyens devant les biens culturels et leurs manières d'être et d'agir quotidiennes, et les contenus d'apprentissage et des activités éducatives développées dans les unités scolaires et les institutions culturelles, comme un moyen de comprendre les processus constitutifs de leur identité culturelle en aident la gestion du patrimoine culturel.</p><p><strong>Mots-clés:</strong> Éducation au Patrimoine. Ville Éducatrice. Patrimoine Culturel.</p>

scholarly journals The sidewalk is a history book: Reflections on linking historical consciousness to uses of history

2021 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Kenneth Nordgren ◽  
Keyword(s):  
Formal Education ◽  
History Education ◽  
Public Life ◽  
Historical Thinking ◽  
Historical Consciousness ◽  
International Community ◽  
Song Lyrics ◽  
Historical Representations ◽  
History Book ◽  
Broad Understanding

The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.

scholarly journals How younger students perceive and identify historical significance

2020 ◽  
Vol 17 (2) ◽  
Author(s):  
Karin Bergman
Keyword(s):  
Small Groups ◽  
History Education ◽  
Historical Thinking ◽  
Middle Part ◽  
Structured Interviews ◽  
Historical Significance ◽  
The Past ◽  
Grade 5 ◽  
The Way

Historical significance is a historical thinking concept. Being able to identify historical significance is viewed as important for understanding change and continuity in the past, and for understanding the way ‘history’ is constructed by present society. This article discusses how Swedish students in Grade 5 (age 11 years) perceive and understand historical significance without having received prior instruction on how to identify historical significance. The results show that the students see thrilling and exciting events in the past as significant, as well as the events, inventions, ideas and values that have influenced the present or changed the course of history in some way. In this paper, I compare students’ answers to definitions of historical significance formulated by Christine Counsell (2004) and Matthew Bradshaw (2006) . For the study, 67 students were interviewed in semi-structured interviews in small groups. They attended six different schools in the middle part of Sweden and came from varying backgrounds. Regardless of their backgrounds or origins, the students see the history culture of the majority, as presented in their history education, as their own.

scholarly journals (G)hosting Television:Ghostwatchand its Medium

2014 ◽  
Vol 11 (2-3) ◽  
pp. 189-212 ◽  
Author(s):  
Tom Steward ◽  
James Zborowski
Keyword(s):  
Work Of Art ◽  
Historical Significance ◽  
Non Fiction ◽  
Key Features ◽  
The Aesthetic

This article's subject is Ghostwatch (BBC, 1992), a drama broadcast on Halloween night of 1992 which adopted the rhetoric of live non-fiction programming, and attracted controversy and ultimately censure from the Broadcasting Standards Council. In what follows, we argue that Ghostwatch must be understood as a televisually specific artwork and artefact. We discuss the programme's ludic relationship with some key features of television during what Ellis (2000) has termed its era of ‘availability’: principally liveness, mass simultaneous viewing, and the flow of the television super-text. We trace the programme's television-specific historicity while acknowledging its allusions and debts to other media (most notably film and radio). We explore the sophisticated ways in which Ghostwatch's visual grammar and vocabulary and deployment of ‘broadcast talk’ ( Scannell 1991 ) variously ape, comment upon and subvert the rhetoric of factual programming, and the ends to which these strategies are put. We hope that these arguments collectively demonstrate the aesthetic and historical significance of Ghostwatch and identify its relationship to its medium and that medium's history. We offer the programme as a historically reflexive artefact and as an exemplary instance of the work of art in television's age of broadcasting, liveness and co-presence.

Heritage Education in Myanmar – developing resilience and sustainability through community engagement | မြန်ြာနိုင်ငံ၏အမြေအနှစ်ဆိုင်ရာပညာမရး ( လူထုအားမြင့် ကြံ့ခိုင်မရးနှ ငမ့် ရရညှ ်တည်တ့နံ ုငိ မ် ရး)

2021 ◽  
Author(s):  
◽  
Charlotte Galloway ◽  
Elizabeth Moore ◽  
◽  
◽  
...  
Keyword(s):  
Formal Education ◽  
Local Level ◽  
Heritage Management ◽  
International Standards ◽  
Strong Increase ◽  
Develop World ◽  
Community Groups ◽  
Local Staff ◽  
Heritage Sites ◽  
Heritage Education

Over the last decade Myanmar has experienced a strong increase in interest in Myanmar’s heritage and a demand for local expertise in heritage management. However, in Myanmar there is no formal education in heritage studies. This is recognised as a significant gap in Myanmar’s abilities to manage and develop world heritage sites, as well as national and local level heritage sites, to international standards. To address this gap a group of researchers are preparing models for Myanmar Heritage Education considering short, medium and long-term goals. The models consider local and national heritage management needs, and ways to up-skill local staff working in heritage fields so course content can be delivered by Myanmar experts and become selfsustaining. Formal government accredited courses of study will take some time to implement. In the current covid-19 environment there is opportunity to focus on the role of community groups in heritage management. This paper will discuss current activities undertaken by community groups in heritage areas, and outline opportunities to engage community more fully in the longterm management of Myanmar’s cultural heritage. The aim is to develop local resources that are resilient and sustainable. မြန်ြာနိုင်ငံ၏ အ မြေအနှစ်ထိန်းသိြ်း မေးလုပ်ငန်းြျားတေင် ဆယ်နှစ်အတေင်း စိတ်ဝင်စားြှု တိူးတက်လာပပီး မပည်တေင်းကျွြ်းကျင်သူြျားစေားေှိေန် လိုအပ်လာပါသည်။ မြန်ြာနိုင်ငံေှိ တက္ကသိုလ်ြျား တေင် ယခု အချနိ ် အထိ အမ ြေအနှစ် ထိန်းသိြ်းမ ေး ပညာေပ်အတေက် ဘေဲ့ မပးနိုင်သည့် အဆင့် ထိ သင်ကကား မပးနိုင်ြှု ြေှိ မသးပါ။ ထို အချက်သည် ကြ္ဘာ အ မြေအနှစ်၊ နိုင်ငံအ မြေအနှစ်နှင့် မေသဆိုင်ော အ မြေအနှစ်ြျားကိုထိန်းသိြ်း မစာင့် မေှာက်ောတေင် မြန်ြာနိုင်ငံ ၏ အ မေးတကကီးလိုအပ်လျက် ေှိမသာကေက်လပ် အမြစ်သတိမပုနိုင်ပါသည်။ ထိုကေက်လပ်ကို မမြေှင်းနိုင်ေန်အတေက် သု မတသနပညာေှင်တစ်စုသည် မြန်ြာ့အ မြေအနှစ်ထိန်းသိြ်း မေးပညာ အတေက် ကာလတို၊ အလယ်အလတ်နှင့် ကာလေှည် ေည်ြှန်းချက်ြျားချြှတ်ပပီး လုပ် မဆာင်နိုင်ြည့်ပုံ စံြျားကိုမပင်ဆင် မနပါသည်။ ထိုလုပ် မဆာင်နိုင်ြည့်ပုံစံြျားတေင် မေသဆိုင်ောနှင့် နိုင်ငံလုံးဆိုင်ော အ မြေအနှစ်ထိန်းသိြ်း မေးလိုအပ်ချက်ြျား၊ နိုင်ငံတေင်းသက်ဆိုင်ော လုပ်ငန်းလုပ် မဆာင် မနသူြျားကို အေည် အ မသေးမြှင့်တင်နိုင်ြည့်နည်းလြ်းြျားကို စဥ်းစားထားပပီး၊ မြန်ြာ ပညာေှင်ြျားက ပို့ချ၍ ကိုယ်တိုင် ေပ်တည်နိုင်ြည့် အ မမခအ မနကိုစဥ်းစားထားပါသည်။ အစိုးေြှ အသိအြှတ်မပု မသာ ပုံြှန် (ဘေဲ့)သင်တန်းြျားြေင့်လှစ်ေန် အချနိ ်ယူေြည် မြစ်ပါသည်။ လတ်တ မ လာ Covid 19 ကူးစက်မပန့်ပေားမ နချနိ ်တေင် အ မြေအနှစ်ထိန်းသိြ်းမ ေး အတေက် လူြှုအြေဲ့အစည်း၏ပါဝင်ြှု အခန်း ကဏ္ဍ ကိုအာရုံစိုက်ေန် အခေင့် အ မေးပင်မြစ်ပါသည်။ ဤစာတြ်းတေင် သက်ဆိုင်ော အ မြေအနှစ်မေသ အသီးသီးြှ လူြှု အြေဲ့ြျား၏ လှုပ်ေှားြှုြျား၊ မြန်ြာ့ယဥ် မကျးြှု အ မြေအနှစ်ြျား မေေှည်ထိန်းသိြ်းြှုတေင် လူြှု အြေဲ့အစည်းြျားြှ ပိုြိုပါဝင်နိုင်ြည့် အခေင့်အလြ်းြျား ချြှတ်မခင်းတို့ပါဝင်ပါသည်။ ခံနိုင်ေည်ေမှိ သာ၊ အနာဂတ်ြျုိးဆက်အတေက်လက်ေှိ စေြ်းအားြျားကို အ မကာင်းအတိုင်းချန်ထားနိုင် မသာ မပည်တေင်းစေြ်းအားစုြျားကို ပိုြို တိုးတက်လာ မအာင် မဆာင်ေွက်ေန်ေည်ေွယ်ပါသည်။

Affective practices and the prison visit: learning at Port Arthur and the Cascades Female Factory

2018 ◽  
Vol 47 (2) ◽  
pp. 131-142
Author(s):  
Amy McKernan
Keyword(s):  
Design Methodology ◽  
Historical Thinking ◽  
Penal System ◽  
Methodological Framework ◽  
Education Programs ◽  
Historic Site ◽  
Content Type ◽  
Heritage Education ◽  
Interpretive Strategies ◽  
Research Analysis

Purpose The purpose of this paper is to consider the ways Port Arthur Historic Site and the Cascades Female Factory educate visitors using the often contentious and confronting histories of convictism in Australia. Design/methodology/approach The research was conducted between 2012 and 2015, and included analysis of exhibitions and education programs at the two sites, as well as interviews with core staff, and archival research. Analysis employed a methodological framework drawing on Margaret Wetherell’s (2012) notion of “affective practice”, as well as understandings of historical thinking in education developed by theorists and educators. Findings The two sites take differing approaches to educating visitors about the “uncomfortable” histories related to their heritage. Ultimately, this paper argues that the Cascades presents a greater ease with communicating the confronting aspects of the site’s history, while Port Arthur’s interpretive strategies are often focussed on countering widespread assumptions about the “darkness” and cruelty characteristic of the penal system in Australia. Overall, the analysis finds considerable potential in the “use” of confronting and contested history in teaching aimed at developing historical thought and empathy. Originality/value The research addresses an issue that is of central concern in heritage education at present – interpretations of confronting and contentious histories – and employs an innovative set of conceptual strategies and tools to gather insights of use to practitioners in heritage and education.

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