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Historical Consciousness and Historical Media: A History Didactical Approach to Educational Media
Dalarna University, School of Education, Health and Social Studies, Education. Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies (History and Education).
2014 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 5, no 4, 497-516 p.Article in journal (Refereed) Published
Abstract [en]

This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.

Place, publisher, year, edition, pages
2014. Vol. 5, no 4, 497-516 p.
Keyword [en]
historical consciousness, uses of history, historical culture, historical media
Keyword [sv]
historiemedvetande, historiebruk, historiekultur, historiska medier
National Category
History
Research subject
Utbildning och lärande
Identifiers
URN: urn:nbn:se:du-14120DOI: 10.3402/edui.v5.24282OAI: oai:DiVA.org:du-14120DiVA: diva2:718381
Available from: 2014-05-20 Created: 2014-05-20 Last updated: 2016-09-06Bibliographically approved
In thesis
1. Historical Consciousness, Historical Media, and History Education
Open this publication in new window or tab >>Historical Consciousness, Historical Media, and History Education
2014 (English)Licentiate thesis, comprehensive summary (Other academic)
Alternative title[sv]
Historiemedvetande, historiska medier och historieundervisning
Abstract [en]

This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.

     The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.

     The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2014. 60 p.
Series
Licentiatavhandlingar från Forskarskolan Historiska Medier, 5
Keyword
historical consciousness, historical media, history education, history didactics, uses of history, historical thinking, historiemedvetande, historiska medier, historieundervisning, historiedidaktik, historiskt tänkande
National Category
History
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-14121 (URN)978-91-7601-077-8 (ISBN)
Presentation
2014-06-02, Fö4, Högskolan Dalarna, Högskolegatan 2, 791 31, Falun, 09:30 (Swedish)
Opponent
Supervisors
Projects
Forskarskolan Historiska Medier (ForHiM)
Available from: 2014-05-27 Created: 2014-05-20 Last updated: 2015-01-19Bibliographically approved
2. Uses of history in history education
Open this publication in new window or tab >>Uses of history in history education
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Historiebruk i historieundervisning
Abstract [en]

This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history. The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history. Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2016. 94 p.
Series
Umeå studies in history and education, 13
Keyword
uses of history, historical consciousness, historical culture, history education, history didactics, historical media, historiebruk, historiemedvetande, historiekultur, historieundervisning, historiedidaktik, historiska medier
National Category
History
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-23027 (URN)978-91-7601-512-4 (ISBN)
Public defence
2016-09-09, Föreläsningssal 4, Högskolegatan 2, Falun, 10:00 (English)
Opponent
Supervisors
Available from: 2016-09-06 Created: 2016-09-06 Last updated: 2016-09-06Bibliographically approved

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Publisher's full texthttp://www.education-inquiry.net/index.php/edui/article/view/24282

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