To What Purpose? The Ends and Means of History Education in the Modern World

Endacott, Jason L.; Dingler, Matt; O’Brien, Joe

doi:10.1007/978-3-030-37210-1_21

Cited by 2 publications

(1 citation statement)

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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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