Aspects of Students Historical Consciousness in Situations of Crisis

Apostolidou, Eleni

doi:10.18546/herj.12.2.07

Cited by 3 publications

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“…With regard to Greek public opinion in relation to Europe, Yalouri (2001) reports ambivalence: Greek people either consider themselves Europeans because of their ancient origin (Herzfeld, 1987), or fear the possibility of their cultural assimilation by Europeans and possible interventions by Europe in their politics. The latter negative connotation of Europe became apparent following the start of the ongoing economic crisis in 2010 (Apostolidou, 2014):…”

Section: Methodsmentioning

confidence: 99%

National–European identity and notions of citizenship: A comparative study between Portuguese and Greek university student teachers

Apostolidou¹,

Solé²

2020

History Education Research Journal

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This paper reports a study of prospective teachers' views about Europe, and European and national identity, in Greece and Portugal. The paper analyses written responses to a closed multiple-choice questionnaire provided by 33 Greek and 35 Portuguese prospective teachers following courses in Ioannina and Braga universities in early 2018. First, students were asked to answer 15 closed questions related to their perceptions of national, European and other identities. More specifically they were asked to choose among different associations of Europe and different levels of how their country is integrated into Europe. Also, they were asked to choose their preferred 'identification with particular identities' (Villaverde Cabral and Machado Pais, 1998) and to articulate their notions of citizenship by commenting on different criteria for the naturalization of immigrants. Finally, they were asked to predict the future of the European Union by answering an open question. Data analysis focused on the 2018 data and on comparisons with existing data sets, collected in Greece and Portugal since 1994, relating to perceptions of national and European identity and to notions of citizenship. The authors expected to find change over time in data on attitudes in the two countries, reflecting the impacts of the recent economic crisis in both Portugal and Greece and the refugee crisis, particularly in Greece. Portuguese participants were found to manifest a more positive perspective on Portuguese–European integration than had been the case in earlier data sets, while at the same time wishing to preserve some specific aspects of national identity. The Greek students were found generally to be consistent with their pro-European viewpoints, but at the same time there seems to have been an increasing distrust of the European Union after the experience of the 2010–18 economic crisis – indications of which were apparent in some earlier findings .

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Section: Methodsmentioning

confidence: 99%

National–European identity and notions of citizenship: A comparative study between Portuguese and Greek university student teachers

Apostolidou¹,

Solé²

2020

History Education Research Journal

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“…It includes all mental processes through which the past is used as a means of orientating the present and the future, thereafter, interpreted to understand the present and establish expectations for the future (Rüsen, 2005). To understand this concept, Rüsen proposes a multi-layered scheme of dimensions and distinctions (Rüsen, 2005;Seixas, 2006;Apostolidou, 2006) as follows:…”

Section: Reading and Utilising Family History In Educationmentioning

confidence: 99%

Adolescents and family history: Memories, testimonies, narratives, and perspectives

Kouseri

2023

Y&T

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“…Por tanto, la forma en que recopilan y procesan información sobre el pasado se basa cada vez más en las representaciones populares que encuentran fuera del aula (Haydn, 2017). Los profesores, por su parte, exploran oportunidades para involucrar a los estudiantes con el pasado al integrar las representaciones populares en sus lecciones a través de las visitas a museos, las excursiones a monumentos famosos y lugares que conforman el patrimonio histórico, la asistencia a musicales, el análisis de películas históricas o el uso de sitios web y juegos digitales (e.g., Apostolidou, 2015;Apostolopoulou, Carvoeiras, & Klonari, 2014;Donnelly, 2013;Donnelly, 2013;Haydn & Ribbens, 2017;Van Nieuwenhuyse, 2016). Aunque la medida en que utilizan e implementan los medios populares en su plan de estudios suele depender de la cultura del centro educativo (Donnelly, 2014, p. 22), existe, sin embargo, un creciente interés obvio por los usos populares del pasado, para el aprendizaje formal tanto como el informal (Stoddard, 2018).…”

Section: Los Usos Populares De Los Pasados Violentos El Razonamiento ...unclassified

“…Teachers, for their part, explore opportunities to engage students with the past via integrating popular representations in their lessons by visiting museums, leading field trips to famous monuments and heritage sites, attending musicals, analysing historical films or using websites and digital games (e.g., Apostolidou, 2015;Apostolopoulou, Carvoeiras, & Klonari, 2014;Donnelly, 2013;Haydn & Ribbens, 2017;Van Nieuwenhuyse, 2016). Although the extent to which they use and implement popular media in their curriculum often depends on the school culture (Donnelly, 2014, p. 22), there is, nevertheless, an obvious growing interest in popular uses of the past for both formal and informal learning (Stoddard, 2018).…”

mentioning

confidence: 99%

Popular uses of violent pasts and historical thinking (Los usos populares de los pasados violentos y el razonamiento histórico)

Grever

Nieuwenhuyse

2020

Journal for the Study of Education and Development

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Historians increasingly acknowledge that popular media representing violent pasts reach large audiences, which in itself is a phenomenon worth investigating. Schoolteachers in particular experience on a daily basis the impact of popular genres on their students' ideas of history. Young people read graphic historical novels, watch quiz shows on television or on YouTube, play (video) games, post selfies on Instagram or participate in living history activities. The way they gather and process information about the past is increasingly built on popular representations they encounter outside the classroom. The articles in this special issue seek to question how popular media represent sensitive issues from violent pasts in modern history -e.g., decolonization processes, civil wars, World War I/II, the Holocaust -and under what conditions these popular media can contribute to critical historical thinking. After all, while historians and educators wonder if and how historical violence should be represented, the fact is that many popular media -particularly commercial films and video gamesactually place heroic battles and wars at the centre of their representations. Consequently, there is a likely risk of sanitizing and romanticizing violence and atrocities. RESUMENLos historiadores reconocen cada vez más que los medios populares que representan pasados violentos llegan a grandes audiencias, y esto en sí constituye un fenómeno merecedor de estudio. En particular, los educadores son testigos a diario del impacto que los géneros populares tienen sobre las ideas del alumnado acerca de la historia. Los jóvenes leen novelas históricas gráficas, ven concursos televisivos o en YouTube, juegan videojuegos, publican selfis en Instagram o participan en actividades de historia viva. La manera en que recopilan y procesan información sobre el pasado se basa cada vez más en representaciones populares fuera del aula. Los artículos de este número especial intentan cuestionar cómo los medios populares representan en la historia moderna temas delicados de los pasados violentos -e.g., los procesos de descolonización, las guerras civiles, la Primera y Segunda Guerra Mundial, el Holocausto -y en qué condiciones pueden contribuir ARTICLE HISTORY

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Aspects of Students Historical Consciousness in Situations of Crisis

Cited by 3 publications

References 0 publications

National–European identity and notions of citizenship: A comparative study between Portuguese and Greek university student teachers

National–European identity and notions of citizenship: A comparative study between Portuguese and Greek university student teachers

Adolescents and family history: Memories, testimonies, narratives, and perspectives

Popular uses of violent pasts and historical thinking (Los usos populares de los pasados violentos y el razonamiento histórico)

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