Representations of violent pasts in memorial museums. Ethical reflection and history education (<i>Las representaciones de pasados violentos en museos memoriales. Reflexión ética y enseñanza de la historia</i>)

Bermúdez, Ángela; Epstein, Terrie

doi:10.1080/02103702.2020.1772541

Cited by 6 publications

(5 citation statements)

References 37 publications

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“…In line with a growing body of research, I argue that the educational challenge in dealing with the public historical culture is how we can support students to detect, analyse and relate to their own and others' uses of history in order to understand its communicative potential and contextualised processes (Bermudez & Epstein, 2020;Chapman, 2020;Endacott, Dingler, & O'Brien, 2020;Reich, 2020;Yoder, 2020). Again, we use history to communicate and, sometimes, when communication breaks down (see also, Zanazanian, 2019).…”

Section: Use Of History: the Sidewalk As A History Bookmentioning

confidence: 92%

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: Use Of History: the Sidewalk As A History Bookmentioning

confidence: 92%

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

Nordgren¹

2021

HEJ

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“…Elever og laerere reproducerer fortaellinger i situationen og dermed i spaendet mellem forskellige anvendelser af fortiden, som tjener forskellige funktioner og formål i nutiden. (Bermudez, 2019;Bermudez & Epstein, 2020).…”

Section: Kontroversielle Aspekter I Historieundervisningenunclassified

“…Kontroversielle aspekter "aktualiseres" situationelt gennem fortaellinger i samspil med de kulturelle ressourcer, der er til rådighed i undervisningssituationen (Bermudez, 2019;Bermudez & Epstein, 2020;Wertsch, 1997). For at kunne få øje på dette, har jeg valgt at tage afsaet i et etnografisk klasserumsstudie.…”

Section: Baggrund Og Forskningsspørgsmålunclassified

“…Artiklens teoretiske ramme I denne artikel traekker jeg på en sociokulturel tilgang, hvor kontroversielle aspekter og laeremidler betragtes som redskaber, der fungerer som kulturelle ressourcer i den narrative reproduktion. (Bermudez, 2019;Bermudez & Epstein, 2020;Wertsch, 1997). To kerneområder guider artiklens teoretiske ramme: "laeremidler som social praksis" og "fortaellingers temporale og moralske afsaet".…”

Section: Baggrund Og Forskningsspørgsmålunclassified

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Kontroversielle aspekter i historieundervisningen

Johannesen¹

2021

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Artiklen undersøger, hvordan kontroversielle aspekter indgår i historieundervisningen som fortællinger, der reproduceres i spændingsfeltet mellem læremidler, klasserummet og i relationen til historiens handlinger og aktører. Artiklens hovedpointe er, at kontroversielle aspekter er bundet i tid og sted og forholder sig moralsk til fortalt fortid. Praksisfortolkninger af læremidler i et sociokulturelt perspektiv informerer og styrer den teoretiske ramme. Dataene, der præsenteres, stammer fra et etnograﬁsk klasserumsstudie af 3 lærere og 5 klasser i grundskolens overbygning. Resultatet viser, at kontroversielle aspekter optræder som på- og afmonteringsprocesser i praksisfortolkninger af læremidler og fungerer som didaktisk appel til elevernes moralske stillingtagen. Artiklen bidrager hermed med ny indsigt om kontroversielle aspekters funktion i historieundervisningen i grundskolens overbygning i Danmark.

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“…We published 12 Prospectives articles during our leadership, with a total of 25 participating authors coming also from 10 different countries (and even more nationalities! ): Argentina (Taverna et al, 2020), Canada (Soderstrom, 2021), the United States (Bamberger, 2018; Belinchón et al, 2020; Bermudez & Epstein, 2020; Cañadas et al, 2019; Ginsburg et al, 2019; Hammer et al, 2018; Kolodner & Morales, in press; Taverna et al, 2020), Spain (Belinchón et al, 2020; Bermudez & Epstein, 2020; Nemirovsky & Menéndez, in press), France (Rouet & Potocki, 2018), Hong Kong (Gopinathan & Lee, 2018), Israel (Strauss, 2018), Mexico (Ferreiro, 2019), the United Kingdom (Nemirovsky & Menéndez, in press) and Singapore (Gopinathan & Lee, 2018).…”

mentioning

confidence: 99%

Outgoing Editor’s comment: Time Passes (Editorial de la Editora Saliente: El tiempo pasa)

Brizuela

2022

Journal for the Study of Education and Development: Infancia y

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In the last few months, the song Years (Años) by the Cuban musician Pablo Milanés, famously interpreted by the Argentine Mercedes Sosa, has been repeating over and over in my head.Where and how have the years gone by? Especially the last three years are blurry in my memory. The COVID-19 pandemic has, among other things, caused havoc to my notion of time.When we launched our editorial leadership in 2017, we had a series of objectives that we summarized under three themes: openness, dialogue and connection (Brizuela, 2018). In 2016, when I accepted the Editor-in-Chief position, which began in January 2017, never could I have imagined what we would live through in the following years, and especially what we have lived through since March 2020. I still remember those first two weeks of March 2020, when we were receiving news of the spread of COVID-19 in Asia and then across Europe, Seattle and New York. During those weeks I stopped shaking hands, choosing instead to bow. I started to cancel in-person meetings and to use Zoom instead. Before March 2020 I had only heard about Zoom occasionally, and definitely had not used it as a verb! And on Friday 13 March, I left my office thinking I would return in a couple of weeks. I even left behind my poor little plants! In the following months and year I would only go back into my office in person a few times, always on the weekend so I wouldn't bump into anyone. I was able to recover my little plants, which still survive! Suddenly, the themes of openness, dialogue and connection that we proposed in 2016 when launching our editorial leadership took on different, deeper meanings, and would be relevant not only to our editorial work in the journal but to our everyday lives as well.The confinement and social distancing measures would make us yearn for openness. At the same time, the extreme openness of a global world, added to a highly and easily transmissible virus, contributed to the spread of the virus throughout the world in record time.Our need for dialogue, and the importance of dialogue in all areas of our life, led us to use new platforms that we had not used before. We became familiar with Zoom 'breakout rooms', where we sought to reproduce the intimacy of conversations in small groups. We held different celebrations on Zoom (I celebrated my fiftieth birthday on Zoom and with videos sent from across the world!), and we used WhatsApp and its different functions to their fullest CONTACT Bárbara M. Brizuela

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Representations of violent pasts in memorial museums. Ethical reflection and history education (Las representaciones de pasados violentos en museos memoriales. Reflexión ética y enseñanza de la historia)

Cited by 6 publications

References 37 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

Kontroversielle aspekter i historieundervisningen

Outgoing Editor’s comment: Time Passes (Editorial de la Editora Saliente: El tiempo pasa)

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