دورية أكاديمية
The Impossibility of Keeping History in the Past: Working beyond Cognitive Science to Locate Historical Significance in the Stolen Generations
| العنوان: | The Impossibility of Keeping History in the Past: Working beyond Cognitive Science to Locate Historical Significance in the Stolen Generations |
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| اللغة: | English |
| المؤلفون: | Harrison, Neil, Clarke, Ivan |
| المصدر: | Asia-Pacific Journal of Teacher Education. 2023 51(3):218-232. |
| الإتاحة: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | History Instruction, Indigenous Populations, Foreign Countries, Preservice Teachers, Cognitive Processes, Resistance (Psychology), Student Attitudes |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1080/1359866X.2022.2151415 |
| تدمد: | 1359-866X 1469-2945 |
| مستخلص: | Historical significance continues to be the forgotten element of history education. Without student capacity to establish what they think is important, or why they would care about certain events and people from the past, students will continue to be disinterested in the study of history. This paper draws on the results of a three-year study aimed at understanding how the Stolen Generations in Australia becomes historical significant for pre-service teachers. Rather than being disinterested in stories of the Stolen Generations, we find that these students are vitally invested in such narratives to the extent that they, on occasion, cannot bear to hear the story. While they acquire knowledge, they also resist and ignore it. Hence, we argue that neither reason or cognitive science are up to the task of resisting either the student's drive to ignore, or their assimilation of difference into the same. For history to be significant in the classroom for students, it must be understood as more than an epistemological pursuit. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1387704 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1359-866X 1469-2945 |
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| DOI: | 10.1080/1359866X.2022.2151415 |