Two months ago the controversial and highly influential historical theorist Hayden White passed away. While his work has principally been debated in historical theory circles, his final work suggests ‘practical’ possibilities for public history
Paradoxically, relativity or relativism is often presented in an absolutist manner, as the proposition that nothing is true, and as a credo in which all is to be doubted apart from doubt itself....
Leaps, travels, concepts, histories, and layers of time - the so-called Temporal Turn reminds us, at least, of the non-naturality of our everyday time practices. Which consequences result from that for history teaching and our research questions?
For Western historiography and with it the descriptive parts of history textbooks have to be sine ira et studio nowadays. Value neutrality is a necessary prerequisite for history as a science.
The post Value Neutrality? Repression of a Crucial Question appeared first on Public History Weekly.
How shall we articulate a concept of plausibility of historical narratives as a way to assess their adequacy? Jörn Rüsen offers a starting point with his definition of 'Triftigkeit'.
"Dear teacher, now just tell us how it really happened!" This question that students may ask makes us hesitate. How should we, teachers and historians, deal with objectivity, reality and truth?
Pedagogías del Sur: The discussion topics in the field of research in teaching history are the hierarchic historiography-teaching relation; the definition of the epistemology of historical...
All history is narrative to one degree or another, as Danto has shown, and those who disdain narrative usually end-up telling stories, nonetheless, in their historical writing. We all live narrative projects...
A new matrix? What is the role of state-based history education in open, democratic societies, in respect to the memories that arise from the collective phenomena of war, oppression, displacement, injustice, trauma, nation building, or, indeed, everyday life? On what grounds do the interventions of school history rest? Why not simply accept “spontaneous” community memory, family myth, commercially produced narratives (e.g., Hollywood cinema) or other state-sponsored memories (e.g., national commemorations) that contribute to people’s understandings of the past?
History curriculum documents for schools often contain a statement providing a description or definition of the nature of the subject. Recent developments in South Africa draw attention to the need to provide a justification for the vision and purpose of History as a school subject.
History lessons and “Nation Building”
In response to calls made earlier in 2015 for History to be a compulsory subject in South African schools and for the history curriculum to be “strengthened,” the Minister of Basic Education appointed a Task team to investigate and research the matter and held a “round table” consultation with interested groups in December 2015. In her own words, she supported the intervention on the grounds that, “[m]edia reports indicated that many of those who participated in the looting, violence and vandalism (during… xenophobic attacks) were youths … we need to equip our youth with an accurate account of our history in order for them to make educated decisions regarding their own future.” Her spokesperson maintained that the curriculum change was aimed to contribute to nation building. Arising from these discussions is the question of what constitutes History as a school subject and how and where it is defined.