Historical consciousness: the enigma of different paradigms

Grever, María; Adriaansen, Robbert-Jan

doi:10.1080/00220272.2019.1652937

Cited by 57 publications

(50 citation statements)

References 36 publications

(19 reference statements)

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“…Hence, using historical consciousness to characterise a specific achievement of modernity seems to be a project of less relevance. As Grever and Adriaansen (2019) point out, all cultures have ideas about the past, present and future. If we take this point further, cultures are in motion, open to influences and hybridising several, even contradictory, ideas.…”

Section: Theoretical Linksmentioning

confidence: 99%

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

Nordgren¹

2021

HEJ

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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.

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Section: Theoretical Linksmentioning

confidence: 99%

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

Nordgren¹

2021

HEJ

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“…Lo que comparten es el tema de la conversación, que cada uno aborda desde sus propios horizontes de comprensión. Esto implica que los interlocutores al hablar reconocen las tradiciones de interpretación en las que se encuentran y no las utilizan como marcos de interpretación fijos (Grever & Adriaansen, 2019). Sin embargo, el problema es, precisamente, que los interlocutores en estos debates emocionales, por lo contrario, suelen considerar estos marcos como fijos.…”

Section: Historia Pública Y Cultura Histórica Popularunclassified

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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“…Jika seseorang menafsirkan budaya historis sebagai ekspresi kesadaran historis, ia mengasumsikan kesadaran historis ada di luar budaya historis yang memberinya makna esensialis dan historis (Grever & Adriaansen, 2019). budaya budaya historis sebagai konsep holistik yang menawarkan kemungkinan untuk menyelidiki berbagai cara di mana orang memberikan makna dari masa lalu (Grever & Adriaansen, 2017).…”

Section: Budaya Organisasiunclassified

“…budaya budaya historis sebagai konsep holistik yang menawarkan kemungkinan untuk menyelidiki berbagai cara di mana orang memberikan makna dari masa lalu (Grever & Adriaansen, 2017). Konsep ini mencakup tidak hanya isi spesifik ingatan kolektif dan imajinasi sejarah, tetapi juga cara di mana hubungan masa lalu dibangun dalam interaksi dinamis antara agensi manusia, tradisi, kinerja, representasi historis dan diseminasi mereka (Grever & Adriaansen, 2019).…”

Section: Budaya Organisasiunclassified

Pengaruh Budaya Organisasi, Budaya Historis dan Pemetaan Stakeholder terhadap Branding Image Lembaga Pendidikan dan Dampaknya Terhadap Kinerja Lembaga

Ikmal¹

2020

pgr

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The academics management element uses the term 'school effect' in a number of ways to refer to the impact of certain school policies or practices, or the effects of several interventions. The purpose of this study is to analyze the indirect effect of organizational culture, historical culture and stakeholder mapping of the educational institution's branding image through variables between institutional performance. This research was conducted at the Alumni of the Tarbiyah Raden Wijaya College of Sciences, Mojokerto City. Province, East Java, uses the quantitative explanatory research description method. Primary data is collected and processed by itself and primary data sources directly provide data to data collectors on a Likert scale. Path analysis technique is used in testing the amount of contribution (contribution) shown by the path coefficient on each path diagram of the causal relationship between variables Organizational culture (X1), historical culture (X2), stakeholder mapping (X3) to the variable performance of the institution (Y) with variable between Branding image of educational institutions (Z). Correlation and regression analysis which is the basis for calculating path coefficients with the SPSS for Windows Version 20. While the study was conducted in August 2019. The exact population is unknown, using the Cochran formula a sample of 73 respondents was taken. From the results of the study it can be concluded as follows: 1) Organizational culture has no effect on the performance of the institution. 2) Historical culture has a significant effect on the performance of institutions. 3) Stakeholder mapping has a significant effect on the performance of the institution. 4) Organizational culture has a significant effect on the branding image of educational institutions. 5) Historical culture has a significant effect on the branding image of educational institutions. 6) Stakeholder mapping has no significant effect on the educational institution's branding image. 7) Institutional performance does not significantly influence the branding image of educational institutions. 8) Organizational culture, historical culture and stakeholder mapping each directly influence the branding image of educational institutions through variables between institutional performance.

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Historical consciousness: the enigma of different paradigms

Cited by 57 publications

References 36 publications

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

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

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

Pengaruh Budaya Organisasi, Budaya Historis dan Pemetaan Stakeholder terhadap Branding Image Lembaga Pendidikan dan Dampaknya Terhadap Kinerja Lembaga

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