(Dis) Union at 150: Collective Memories of Secession

“It is like the re-enactment show”: Narrative and historical culture among young French Canadian students

“…Using a narrative methodology inspired by the influential works of Létourneau (2006Létourneau ( , 2014& Moisan, 2004) in Quebec, our study was developed in the wake of similar investigations which have offered instructive findings regarding students' historical consciousness (Duquette, 2015;Lantheaume & Létourneau, 2016;Reich et al, 2015;Robichaud, 2011;Zanazanian, 2015;many contributions in Létourneau & Chapman, 2017). The questionnaire for this study included two different items: a hand-written, two-page narrative task and a series of personal/identity questions.…”

“But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society

“…Keenan (2019) concluded that historical visits, when studying indigenous Canadians, were a fruitful way of helping students to understand the counter-stories of minority groups. The studies of Reich (2015;Reich et al, 2020), examining encounters with US Civil War heritage, confirmed affect as central to the use of history as a way for students to orient themselves in time and space and that students were more emotionally engaged with content pertaining to their own identity. In both studies, students drew on "fragments of different narrative positions" (Reich, 2015, p.521) to reach conclusions but, for African Americans, conscious of the salience of race, this 'toggling between perspectives emerges as a survival tactic amongst members of a subordinated group" (Reich et al, 2020, p.18).…”

“…To date, literature has centered on how affective learning in museums plays out with the values students bring with them from home and community, but there is less clarity as to how this affective learning relates to historical approaches learned in classrooms (Baron, 2012;Marcus et al, 2012;Reich et al, 2015;Trofanenko, 2011). In turning discomfort into a productive learning experience, Zembylas, (2019) called for "critical and strategic engagement" (pp.…”

The mint julep consensus: An analysis of late 19th century Southern and Northern textbooks and their Impact on the history curriculum

“…Many of these pre-professionals also saw the purpose of their work as moral instruction, not a scientific search for truth. Reich explained another purpose of the pre-professional textbooks: the building of “collective memory” in order to facilitate “people's orientation in time and place” (Reich, 2015, p. 500). At the turn of the century, professor of history at Columbia University William Dunning led the professional historical dialog regarding the Reconstruction era.…”