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Popular history magazines and history education
Dalarna University, School of Education, Health and Social Studies, Educational Work.
2015 (English)In: Historical encounters: a journal of historical consciousness, historical cultures, and history education, ISSN 2203-7543, Vol. 2, no 1, 102-112 p.Article in journal (Refereed) Published
Abstract [en]

This paper argues that popular history magazines may be a welcome complement toother forms of historical media in history teaching. By outlining a theoretical framework thatcaptures uses of history, the paper analyses popular history magazine articles from five Europeancountries all dealing with the outbreak of World War I. The study finds that while the studiedarticles provide a rather heterogeneous view of the causes of the Great War, they can be used todiscuss and analyse the importance of perspective in history, thus offering an opportunity tofurther a more disciplinary historical understanding.

Place, publisher, year, edition, pages
The University of Newcastle, Australia, 2015. Vol. 2, no 1, 102-112 p.
Keyword [en]
uses of history, historical thinking, popular history magazines, history education, narrative
Keyword [sv]
historiebruk, historiskt tänkande, populärhistoriska tidskrifter, historieundervisning, narrative
National Category
History
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-20343OAI: oai:DiVA.org:du-20343DiVA: diva2:876346
Available from: 2015-12-03 Created: 2015-12-03 Last updated: 2016-09-06Bibliographically approved
In thesis
1. 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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http://hej.hermes-history.net/index.php/HEJ/article/view/51/38

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf