“…Protests and subsequent removal of Confederate Civil War monuments in the United States, statues and references to Cecil Rhodes in South Africa and the United Kingdom, and debate regarding how Argentina should memorialize victims of the Dirty War disappearances of 1974-1983 exemplify history-long tensions between historical narratives at the time of the creation of public displays of history and subsequent changing political and societal norms. Similar processes have-or are-taking place in countries such as Belgium, Kenya, and India (Goddeeris, 2015;Levey, 2014;McGarr, 2015).…”
This study examines how preservice social studies teachers (n=84) conceptualize debates regarding Public Displays of History (PDH) such as monuments and building names.Participants describe PDH as important venues for learning history but view them as incomplete, often biased, sources of information. When determining whether removal or alteration is appropriate, participants stress current interpretation of the subject's deeds, original overt and tacit intent of the creators of the PDH, broad societal values and whether removal changes understanding of the subject of the PDH. Participants describe some PDH as ineligible for alteration or removal because of their importance to society. Participants view classrooms as appropriate places for students to engage in debate regarding PDH. Implications for classroom practice and future research are discussed.
“…Protests and subsequent removal of Confederate Civil War monuments in the United States, statues and references to Cecil Rhodes in South Africa and the United Kingdom, and debate regarding how Argentina should memorialize victims of the Dirty War disappearances of 1974-1983 exemplify history-long tensions between historical narratives at the time of the creation of public displays of history and subsequent changing political and societal norms. Similar processes have-or are-taking place in countries such as Belgium, Kenya, and India (Goddeeris, 2015;Levey, 2014;McGarr, 2015).…”
This study examines how preservice social studies teachers (n=84) conceptualize debates regarding Public Displays of History (PDH) such as monuments and building names.Participants describe PDH as important venues for learning history but view them as incomplete, often biased, sources of information. When determining whether removal or alteration is appropriate, participants stress current interpretation of the subject's deeds, original overt and tacit intent of the creators of the PDH, broad societal values and whether removal changes understanding of the subject of the PDH. Participants describe some PDH as ineligible for alteration or removal because of their importance to society. Participants view classrooms as appropriate places for students to engage in debate regarding PDH. Implications for classroom practice and future research are discussed.
“…Bien qu'elle caractérise l'ensemble du continent européen, la racelessness varie selon les contextes (Goldberg 2009). Dans le cadre d'anciens empires coloniaux tels que la France (Stoler 2011), la Belgique (Goddeeris 2015) ou encore les Pays-Bas , la négation totale de la race n'est pas possible. De tels contextes donnent lieu à davantage de mécanismes d'externalisation spatio-temporelles du type « la race c'était avant, mais nous l'avons dépassée » ou « la race c'était surtout dans nos territoires coloniaux, ici ça a toujours été la démocratie ».…”
Les éditeur•trice•s remercient les institutions suivantes pour leur contribution aux frais de production et d'impression de ce livre : Société suisse d'utilité publique (SSUP), Ernst Göhner Stiftung, Fondation Ceffa pour l'étude de l'histoire suisse, Fonds d'action facultaire, Faculté des lettres et des sciences humaines de
“…Obwohl Racelessness die Gesamtheit des europäischen Kontinents charakterisiert, variiert die Ausformung mit dem Kontext (Goldberg 2009). Im Rahmen ehemaliger kolonialer Imperien wie Frankreich (Stoler 2011), Belgien (Goddeeris 2015) oder der Niederlande Unter einem Regime von Racelessness laufen die Bemühungen, über die gewaltvollen Effekte von Rassismus zu sprechen, gemäss David Theo Goldberg darauf hinaus, das zu benennen und befähigen, was eigentlich im Dunkeln und in der Auslassung verharren sollte. Über Rassismus zu sprechen, gilt als verrückt:…”
Section: Fazit: Gegen Das Unvermögen Rassismus Zu Benennenunclassified
Radio SRF, https://www.srf.ch/news/schweiz/rassismus-und-fasnacht-wieweit-duerfen-fasnaechtler-gehen (04.04.2021). Lavanchy, Anne. 2014. How Does "Race" Matter in Switzerland? Neuchâtel:Working Papers MAPS.
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