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Long dismissed as the domain of hobbyists and obsessives,
historical reenactment-the dramatization of past events using
costumed actors and historical props-has only in recent years
attracted serious attention from scholars. Drawing on examples from
around the world, Historical Reenactment offers a fascinating,
interdisciplinary exploration of this cultural phenomenon. With
particular attention to reenactment's social and pedagogical
dimensions, it develops a robust definition of what the practice
constitutes, considers what methodological approaches are most
appropriate, and places it alongside museums and memorial sites as
an object of analysis.
In the series: Advances in Cultural Psychology, Jaan Valsiner
Memory construction and national identity are key issues in our
societies, as well as it is patriotism. How can we nowadays believe
and give sense to traditional narrations that explain the origins
of nations and communities? How do these narrations function in a
process of globalization? How should we remember the recent past?
In the construction of collective memory, no doubt history taught
at school plays a fundamental role, as childhood and adolescence
are periods in which the identity seeds flourish vigorously. This
book analyses how history is far more than pure historical contents
given in a subject matter; it studies the situation of school
history in different countries such as the former URSS, United
States, Germany, Japan, Spain and Mexico, making sensible
comparisons and achieving global conclusions. The empirical part is
based on students interviews about school patriotic rituals, very
close to the teaching of history, specifically carried out in
Argentina but very similar to these rituals in other countries. The
author analizes in which ways that historical knowledge is
understood by students and its influence on the construction of
patriotism. This book--aside from making a major contribution to
the cultural psychology field--should be of direct interest and
relevance to all people interested in the ways education succeeds
in its variable functions. As a matter of fact, it is related to
other IAP books as Contemporary Public Debates Over History
Education (Nakou & Barca, 2010) and What Shall We Tell the
Children? International Perspectives on School History Textbooks
(Foster & Crawford, 2006).
How is history represented? As just a record of the past, as a part
of a present identity or as future goals? This book explores how
historical contents and narratives are presented in school
textbooks and other cultural productions (museums, monuments, etc)
and also how they are understood by students, in the context of
increasing globalization. In these contemporary conditions, the
relation between history learning processes, in and out of school,
and the construction of national identities presents an ever more
important topic. It is being studied by looking at the
appropriation of historical narratives, which are frequently based
on the official history of a nation state. Most of the chapters in
this volume are educational studies about how the learning of
history takes place in school settings of different countries such
as Canada, France, Germany, Latin America, Spain, the Netherlands,
the United Kingdom and the United States. Covering such a broad
sample of cultural and national contexts, they provide a rich
reflection on history as a subject related to patriotism,
cosmopolitanism, both or neither.
This volume is a direct result of an international conference that
brought together a number of scholars from Europe and the United
States to discuss their ideas and research about cognitive and
instructional processes in history and the social sciences. As
such, it fills a major gap in the study of how people learn and
reason in the context of particular subject matter domains and how
instruction can be improved in order to facilitate better learning
and reasoning. Previous cognitive work on subject matter learning
has been focused primarily upon mathematics and physics; the
present effort provides the first such venture examining the
history and social science domains from a cognitive perspective.
The different sections of the book cover topics related to
comprehension, learning, and instruction of history and the social
sciences, including:
*the development of some social sciences concepts,
*the teaching of social sciences -- problems and questions arising
from this cognitive perspective of learning,
*the comprehension and learning from historical texts,
*how people and students understand historical causality and
provide explanations of historical events, and
*the deduction processes involved in reasoning about social
sciences contents.
This volume will be useful for primary and secondary school
teachers and for cognitive and instructional researchers interested
in problem solving and reasoning, text comprehension,
domain-specific knowledge acquisition and concept
development.
This volume comprises a broad interdisciplinary examination of the
many different approaches by which contemporary scholars record our
history. The editors provide a comprehensive overview through
thirty-eight chapters divided into four parts: a) Historical
Culture and Public Uses of History; b) The Appeal of the Nation in
History Education of Postcolonial Societies; c) Reflections on
History Learning and Teaching; d) Educational Resources: Curricula,
Textbooks and New Media. This unique text integrates contributions
of researchers from history, education, collective memory, museum
studies, heritage, social and cognitive psychology, and other
social sciences, stimulating an interdisciplinary dialogue.
Contributors come from various countries of Northern and Southern
America, Europe and Asia, providing an international perspective
that does justice to the complexity of this field of study. The
Palgrave Handbook of Research in Historical Culture and Education
provides state-of-the-art research, focussing on how citizens and
societies make sense of the past through different ways of
representing it.
This book reflects on how teachers and students use new
technologies in classroom settings in order to improve the capacity
of teaching and learning in history to successfully meet the
challenges of the twenty-first century through a complex
understanding of the relation between past and present. Key authors
in the field from Europe and the Americas present a comprehensive
overview of the central questions at the heart of the book. They
contribute to this process of reflection by taking diverse
methodological, pedagogical and conceptual approaches to analyse
the ways in which digital tools could advance the development of
historical comprehension in the fields of formal and informal
history education in different settings as schools, museums,
exhibitions, sites of memory, videogames and films. Drawing
together a disciplinary diversity that approaches the topic from
the viewpoints of collective memory, global history, historical
thinking and historical consciousness, the book's cutting-edge
content offers interested academics and practitioners with a
broad-based view on the current state of debate in this area,
examined via theoretical exploration in-depth case analysis.
This book is open access under a CC BY 4.0 license. This volume
discusses the effects, models and implications of history teaching
in relation to conflict transformation and reconciliation from a
social-psychological perspective. Bringing together a mix of
established and young researchers and academics, from the fields of
psychology, education, and history, the book provides an in-depth
exploration of the role of historical narratives, history teaching,
history textbooks and the work of civil society organizations in
post-conflict societies undergoing reconciliation processes, and
reflects on the state of the art at both the international and
regional level. As well as dealing with the question of the
'perpetrator-victim' dynamic, the book also focuses on the
particular context of transition in and out of cold war in Eastern
Europe and the post-conflict settings of Northern Ireland, Israel
and Palestine and Cyprus. It is also exploring the pedagogical
classroom practices of history teaching and a critical comparison
of various possible approaches taken in educational praxis. The
book will make compelling reading for students and researchers of
education, history, sociology, peace and conflict studies and
psychology.
This volume consists of the proceedings of an international
conference on cognition and instruction in history. The papers
cover several broad areas: historical narratives and history
teaching; the use of texts, documents and images in learning
history; and historical explanation and understanding. The
contributions aim to improve ideas of how history is understood by
those who attempt (in schools or elsewhere) to master its
complexities. It considers the tacit ideas about history or the
past which children bring to history education, the reasoning that
students of history employ, and the teaching of history.
This volume is a direct result of an international conference that
brought together a number of scholars from Europe and the United
States to discuss their ideas and research about cognitive and
instructional processes in history and the social sciences. As
such, it fills a major gap in the study of how people learn and
reason in the context of particular subject matter domains and how
instruction can be improved in order to facilitate better learning
and reasoning. Previous cognitive work on subject matter learning
has been focused primarily upon mathematics and physics; the
present effort provides the first such venture examining the
history and social science domains from a cognitive perspective.
The different sections of the book cover topics related to
comprehension, learning, and instruction of history and the social
sciences, including:
*the development of some social sciences concepts,
*the teaching of social sciences -- problems and questions arising
from this cognitive perspective of learning,
*the comprehension and learning from historical texts,
*how people and students understand historical causality and
provide explanations of historical events, and
*the deduction processes involved in reasoning about social
sciences contents.
This volume will be useful for primary and secondary school
teachers and for cognitive and instructional researchers interested
in problem solving and reasoning, text comprehension,
domain-specific knowledge acquisition and concept
development.
Hardbound. New Perspectives on Conceptual Change brings together
the latest research on conceptual change from perspectives in
developmental, cognitive and motivational psychology, instructional
psychology and science education.The book addresses four main
themes: The interplay between the learner's naive knowledge based
on everyday experience and new knowledge conveyed by schooling and
formal instruction; Traditional cognitive views on knowledge
acquisition and new socioconstructionist perspectives; Constraints
on knowledge acquisition and modification within specific learning
domains; Instructional aspects of conceptual change and suggestions
for the design of learning environments and teaching processes
which promote conceptual change.
How is history represented? As just a record of the past, as a part
of a present identity or as future goals? This book explores how
historical contents and narratives are presented in school
textbooks and other cultural productions (museums, monuments, etc)
and also how they are understood by students, in the context of
increasing globalization. In these contemporary conditions, the
relation between history learning processes, in and out of school,
and the construction of national identities presents an ever more
important topic. It is being studied by looking at the
appropriation of historical narratives, which are frequently based
on the official history of a nation state. Most of the chapters in
this volume are educational studies about how the learning of
history takes place in school settings of different countries such
as Canada, France, Germany, Latin America, Spain, the Netherlands,
the United Kingdom and the United States. Covering such a broad
sample of cultural and national contexts, they provide a rich
reflection on history as a subject related to patriotism,
cosmopolitanism, both or neither.
In the Series: Advances in Cultural Psychology Memory construction
and national identity are key issues in our societies, as well as
it is patriotism. How can we nowadays believe and give sense to
traditional narrations that explain the origins of nations and
communities? How do these narrations function in a process of
globalization? How should we remember the recent past? In the
construction of collective memory, no doubt history taught at
school plays a fundamental role, as childhood and adolescence are
periods in which the identity seeds flourish vigorously. This book
analyses how history is far more than pure historical contents
given in a subject matter; it studies the situation of school
history in different countries such as the former URSS, United
States, Germany, Japan, Spain and Mexico, making sensible
comparisons and achieving global conclusions. The empirical part is
based on students interviews about school patriotic rituals, very
close to the teaching of history, specifically carried out in
Argentina but very similar to these rituals in other countries. The
author analizes in which ways that historical knowledge is
understood by students and its influence on the construction of
patriotism. This book--aside from making a major contribution to
the cultural psychology field--should be of direct interest and
relevance to all people interested in the ways education succeeds
in its variable functions. As a matter of fact, it is related to
other IAP books as Contemporary Public Debates Over History
Education (Nakou & Barca, 2010) and What Shall We Tell the
Children? International Perspectives on School History Textbooks
(Foster & Crawford, 2006).
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