History as a 'GPS': On the uses of historical narrative for French Canadian students' life orientation and identity

Lévesque, Stéphane

doi:10.18546/lre.15.2.07

Cited by 15 publications

(23 citation statements)

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“…Canadian researcher Stéphane Lévesque argues that national histories and narratives are particularly salient to how we construct identities and make sense of ourselves and the world around us. Being a member of a nation means that you identify yourself with that nation, and here history plays an important role (Lévesque, 2017). This view is accentuated by Israeli researcher Tsafrir Goldberg who studied how Palestinian and Israeli adolescents mobilised history in discussions among each other.…”

Section: Research Contextmentioning

confidence: 99%

“…As already noted above, research on national history and history education tends to focus on countries or societies where there is a tension or a conflict regarding the national past. Studies in Australia (Macintyre & Clark, 2004), Canada (Létourneau & Chapman, 2017;Lévesque, 2017), South Africa (Angier, 2017;Wassermann & Bentrovato, 2018), Spain (Serrano & Lopéz Facal, 2016), Finland (Löfström, 2012), Israel (Goldberg, 2017;Porat, 2004), and Bosnia-Herzegovina (Ahonen, 2014), providing some excellent examples, all show how history plays an important but also problematic role in framing and solving these controversies. In order to solve the national controversies in these societies, the general consensus among this research seems to be a move towards a national history education that enables students to meet multiple perspectives on the past and to destabilise and deconstruct their own favoured national narratives.…”

Section: Research Contextmentioning

confidence: 99%

“…Carretero, Rodríguez-Moneo, & Asensio, 2012). It has furthermore been shown in research how national history not only relates to how citizens in nations regard their national context, but also to deeply rooted existential aspects of identity construction (Goldberg, 2017;Lévesque, 2017;Porat, 2004). In conflict-laden societies where national history is explicitly controversial, research has shown the need to focus on cognitive aspects of history education in order to defuse the conflicts that surround national history (cf.…”

Section: Introductionmentioning

confidence: 99%

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Controversially uncontroversial? Swedish pre-service history teachers’ relations to their national pasts

Thorp

Vinterek

2020

ADNO

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Abstract This article presents a study of how Swedish pre-service history teachers narrated their nation’s past. Previous research on national history education has generally focused on the treatment of conflicts in national history and what challenges that poses for history education. The present study seeks to complement and broaden this research through its focus on a country where national history is generally perceived as uncontroversial and the debate on national history is generally characterised by consensus, and on what strategies future history teachers use when recounting the national history of Sweden. Using a qualitative approach, we asked our respondents to “Tell us the history of Sweden in your own words” in writing. The study finds that the vast majority of the respondents approach their national history in a way that reinforces a traditional view of Swedish national history. These narratives are generally presented in a way that does not engage with or show how perspective and position affects our rendering of history, which has often been regarded as problematic in history educational research. At the same time, these results also show that our respondents are well familiar with the dominant way of perceiving the Swedish past, something that could also be argued to be valuable in history education, depending on how we choose to approach national history. Keywords: national history, history education, historical consciousness, uses of history Kontroversiellt okontroversiellt? Om svenska historielärarstudenters relation till deras nationella förflutna Sammandrag Artikeln presenterar en studie av hur svenska historielärarstudenter skildrade Sveriges historia. Tidigare forskning om nationell historieundervisning har främst närmat sig ämnet från ett konfliktperspektiv och undersökt vilka utmaningar detta innebär för historieundervisningen. Föreliggande studie söker att komplementera tidigare forskning genom att fokusera på ett land vars nationella historia generellt uppfattas som okontroversiell och där debatten om den nationella historieskrivningen i stor utsträckning präglas av konsensus, samt på vilka strategier historielärarstudenter använder när de skildrar Sveriges historia. Genom en kvalitativ forskningsansats bad vi våra respondenter att skriftligen”Berätta Sveriges historia med dina egna ord”. Studien visar att majoriteten av respondenterna skildrar den svenska historien på ett sätt som återger en traditionell syn på Sveriges historia. Dessa narrativ är generellt skrivna på ett sådant sätt att de inte visar hur perspektiv och positionering påverkar hur vi skildrar det förflutna, något som ofta ansetts vara problematiskt i historiedidaktisk forskning. Samtidigt visar studiens resultat att respondenterna är välbekanta med det dominerande sättet att skildra den svenska historien, något som även kan vara värdefullt för historieundervisningen, beroende på hur vi väljer att närma oss den nationella historien. Nyckelord: nationell historia, historiedidaktik, historiemedvetande, historiebruk

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Section: Research Contextmentioning

confidence: 99%

Section: Research Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Controversially uncontroversial? Swedish pre-service history teachers’ relations to their national pasts

Thorp

Vinterek

2020

ADNO

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“…Esta simplificación de la narrativa, que homogeniza y olvida a infinidad de grupos bajo la etiqueta nacional, tiene un fuerte impacto no sólo en el modo en el que los individuos piensan sobre el pasado, sino también en cómo lo evalúan y cómo lo sienten. Varios trabajos han encontrado que los estudiantes suelen evaluar positivamente las acciones de su nación frente a las acciones de otros grupos (Bilali, 2013;Doosje y Branscombe, 2003;Lévesque, 2017;López et al 2015). Doosje y Branscombe ( 2003), en un estudio realizado con estudiantes holandeses, mostraron cómo estos tendían a dar explicaciones basadas en factores externos para justificar las acciones negativas cometidas por su nación en Indonesia.…”

Section: Los Estudiantes Y Las Narrativas Nacionalesunclassified

“…Los estudiantes turcos elaboraban estrategias de exoneración argumentando que ambos grupos fueron agresores o incluso que los turcos fueron las víctimas del conflicto. Por su parte, Lévesque (2017), muestra cómo los estudiantes canadienses más identificados con su comunidad histórica fueron los que produjeron las más fervientes y militantes narrativas sobre el pasado de su nación, utilizando frecuentemente la primera persona del plural en sus narrativas.…”

Section: Los Estudiantes Y Las Narrativas Nacionalesunclassified

Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

Rodríguez

2020

Panta Rei

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Tradicionalmente, las narrativas nacionales han jugado un papel central en la enseñanza y el aprendizaje de la historia. Sin embargo, desde finales del siglo XX, existe un énfasis en señalar lo inadecuado de estas narrativas para el desarrollo del pensamiento histórico. Este artículo, mediante una revisión sistemática, analiza la evolución del papel de las narrativas nacionales en los últimos 25 años. Para ello, se analiza por un lado el papel de las narrativas nacionales en los manuales de historia. Por otro lado, se recogen los principales avances producidos en cómo los estudiantes narran la historia de su nación. Las investigaciones muestran una pervivencia de estas narrativas nacionales en la transmisión y comprensión del pasado, si bien continúan surgiendo proyectos relevantes para desnacionalizar la enseñanza del pasado. Finalmente, se discuten algunos de los retos futuros que se plantean para este tipo de investigaciones. Traditionally, national narratives have played a central role in the teaching and learning of history. However, since the end of the 20th century, history educators have pointed out how these narratives can hinder the development of historical thinking. Through a systematic literature review, this article analyses the role of national narratives as it has evolved in the last 25 years. On the one hand, studies focused on the role of national narratives in history textbooks are analysed. On the other hand, the article reflects on the advances in research on how the students narrate the past of their nation. In general, research shows the relevance of these national narratives in the way the past is produced and consumed. Nevertheless, new projects continue to emerge which propose to denationalize the past. Finally, some of the new challenges for this line of research are discussed.

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An exploration of the role of ethnic identity in students’ construction of ‘British stories’

Huber¹,

Kitson²

2020

The Curriculum Journal

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Much of the research into history teaching and ethnicity concludes that the historical narratives that children from minority ethnic groups construct differ significantly from 'mainstream' or official national narratives and are often accompanied by a sense of disengagement or even alienation from the dominant history narratives taught in schools. Our research suggests that in England (or more specifically in London) the picture is more complicated than this. First, we did not find compelling evidence that students from black and minority ethnic backgrounds feel alienated or disengaged from the British history they are taught. Second, we found a surprising similarity across the narratives that different ethnic groups chose to tell us about British history, suggesting amongst other things some curriculum inertia in schools. Where differences did exist, we suggest that these can be explained as much by gender and broad cultural influences as by ethnicity. Third, whilst what students chose to include in their narratives was broadly similar across different ethnic groups, the reasons for including them did differ . Finally, and perhaps most positively, we conclude that students of all ethnic groups are keen to engage more critically with British narratives and would relish more opportunities to do so than current school curricula appear to encourage.

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History as a 'GPS': On the uses of historical narrative for French Canadian students' life orientation and identity

Cited by 15 publications

References 1 publication

Controversially uncontroversial? Swedish pre-service history teachers’ relations to their national pasts

Controversially uncontroversial? Swedish pre-service history teachers’ relations to their national pasts

Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

An exploration of the role of ethnic identity in students’ construction of ‘British stories’

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