How Students Navigate the Construction of Heritage Narratives

Levy, Sara A.

doi:10.1080/00933104.2016.1240636

Cited by 27 publications

(15 citation statements)

References 55 publications

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“…Still, even in relatively peaceful contexts, difficult topics, related for instance to gender and inter-group social cohesion, are often glossed over or not addressed at all (Bickmore & Kaderi, in press;Ugarriza & Nussio, 2016). In classroom opportunities to take a critical view of history and expose human rights conflicts, dialogically including multiple perspectives, students may engage subaltern narratives and find ways to respond to hegemonic narratives in their lives (Davies, 2017;Duckworth, 2015;Levy, 2017).…”

Section: Inclusion In Moral Dilemmas and Restorative Dialoguementioning

confidence: 99%

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Parker

Bickmore

2020

Journal of Moral Education

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Restorative justice pedagogies, such as dialogue or peacemaking circles, allow students to learn how to share and listen with peers, set boundaries for moral dialogue, and engage constructively with each other's perspectives. This study is part of a larger project focused on teachers' professional development and circle implementation. The focus of this article is on one teacher's approach to using circles in teaching her intermediate health curriculum unit, situated in a school with a strong restorative justice initiative. In this restorative classroom, dialogue was integrated into regularly enacted academic as well as interpersonal curriculum; this interrupted, or at times reaffirmed, the status quo. Data includes classroom observations, professional development observations, teacher and student interviews, and a reflective researcher journal. Dialogue enacted in this classroom illustrated moral issues students grappled with, relating to sexual health, inclusive sexual identities, and sociocultural relationships. Results illustrated how the teacher's pedagogical choices transmitted values and shaped opportunities for critical dialogue, and that students' social and cultural capital impacted how certain topics were discussed.

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Section: Inclusion In Moral Dilemmas and Restorative Dialoguementioning

confidence: 99%

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Parker

Bickmore

2020

Journal of Moral Education

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“…A este respecto Levy (2017) apunta que los estudiantes de la escuela construyen sus narrativas con eventos que les son familiares, lo que facilita un pensamiento histórico comprometido con sus experiencias patrimoniales. Se trata, en definitiva, de pensar la historia y adquirir los conocimientos adecuados para investigar cómo se conservan hoy día las culturas del pasado.…”

Section: Conclusionesunclassified

Construir la Historia a través de las competencias educativas en la enseñanza universitaria

Torres¹,

Mariñas²,

Urbano³

2020

RIPADOC

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Con este trabajo se implementaron las distintas competencias educativas presentes en los proyectos curriculares relacionados con el área de Didáctica de las Ciencias Sociales y de la Historia. Como objetivo principal nos propusimos contextualizar al alumnado de tercer curso del Grado de Educación Primaria con la elaboración de una serie de talleres didácticos y con ello contribuir a la preservación y valoración que el Patrimonio Histórico tiene en nuestra realidad social. Mediante una metodología investigativa se llevarán a cabo varias tareas prácticas, como pequeños trabajos de investigación, la realización de maquetas históricas referentes al tema elegido en el itinerario didáctico que volcarán en un blog de aula grupal y una visita al Museo Arqueológico de Córdoba. Los resultados se centraron en la interrelación de dos ramas diferentes de conocimiento (Ciencias Sociales y Humanidades), lo que nos permitió trabajar de manera interdisciplinar para concretar en la práctica las diferentes actividades y adentrarnos en una experiencia real de Educación Patrimonial. En conclusión, la finalidad de esta experiencia didáctica es que los estudiantes puedan aplicarlas y llevarlas a un escenario práctico de innovación educacional.

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“…Such pedagogical developments are immensely relevant to museum education, since dramatic changes in how students are expected to learn about the past require that history museums re-evaluate how they design and deliver student programmes. Coupled with these new developments are various academic debates regarding public pedagogy, difficult knowledge and nationalism (Epstein and Peck, 2018;Gosselin and Livingstone, 2016;Kosasa, 2011;Lehrer et al, 2011;Mackey, 1999Mackey, , 2012MacMillan, 2009;Morgan, 2016;Neatby and Hodgins, 2012;Stanley, 2006;Trofanenko and Segall, 2014; see also Ahonen, 2001;Berger et al, 2008;Carretero et al, 2017Carretero et al, , 2012Carretero, 2011;Chapman and Wilschut, 2015;Fromm et al, 2014;Levy, 2017;Wertsch, 2017).…”

Section: Significance To History Educationmentioning

confidence: 99%

Constructing patriotism: How Canada's History Hall has evolved over 50 years

Wallace-Casey¹

2018

History Education Research Journal

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In this article, I illustrate how the national narrative in Canada's Museum of History has evolved over 50 years. Located in the national capital of Ottawa, the new Canada's History Hall presents a concise overview of a nation, stretching from time immemorial to the present. It was opened on 1 July 2017 as a signature exhibition in celebration of Canada's sesquicentennial. It also represents a fourth manifestation of a national museum narrative for Canada. From humble beginnings in 1967 (when Canada celebrated its centennial), the narrative has changed substantially in response to national policies and societal values. Adopting a critical discourse analysis methodology, and drawing from archival evidence, I analyse how this national narrative has evolved. Canada's History Hall presents Canadian students with a concise national template for remembering Canada's past. Over the past 50 years, this narrative has changed, as curators have employed artefacts and museum environments to construct patriotic pride in their nation. Until 2017, this narrative was blatantly exclusionary of Indigenous voices. More recently, the Truth and Reconciliation Commission of Canada has called for reconciliation in education, including public forums for education. The Canadian Museum of History has responded to this call by weaving Indigenous voices into the national narrative of the new Canadian History Hall. In so doing, I argue, the museum has successfully entwined patriotism with reconciliation against past wrongs.

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How Students Navigate the Construction of Heritage Narratives

Cited by 27 publications

References 55 publications

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Construir la Historia a través de las competencias educativas en la enseñanza universitaria

Constructing patriotism: How Canada's History Hall has evolved over 50 years

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