Archives mensuelles : septembre 2015

@ Marseille | 1, 2, 3 octobre 2015

Colloque : L’histoire dans l’espace public. Producteurs, pratiques, transmissions entre Atlantique et Méditerranée

Colloque : L’histoire dans l’espace public. Producteurs, pratiques, transmissions entre Atlantique et Méditerranée

CALL FOR PAPERS: London Review of Education // Young people, national narratives and history education

The truism that young people know nothing about history has been successfully challenged by research. When surveyed using methodologies that interrogate understanding, rather than those with simplistic quizzes and factual tests, young people often reveal that they know a good deal about the past. Many can build historical narratives that address the past experiences of their culture, society or nation, and demonstrate that they not only know things about the past but are able to organise this knowledge. However, research also reveals that historical narratives crafted by young people, and the knowledge built from them, are structured as much by cultural and national myth‐histories – passed on through interaction with peers, family, culture, schooling and the media – as by formally agreed histories. Their rich historical learning can therefore result in deep historical misunderstanding, leading to the appearance that young people ‘know nothing’.   This special feature in the London Review of Education will explore the multiple sources of young people’s historical knowledge – through collective memory and social conversation as well as in the formal history classroom – and the implications for historical education that young people are not passive assimilators but active builders of historical sense.   We seek papers that examine the relationships between young people, schools, identity and cultural/other histories in national, intranational, international and supranational contexts, in any part of the world. We welcome submissions that adopt empirical and/or theoretical approaches to young people’s knowledge of the past, including studies of young people’s historical consciousness and papers that address the implications, for pedagogical practice, of that fact that young people’s ‘ignorance’ is a complicated matter.   Articles are subject to full peer review. Please send abstracts, outlines and expressions of interest by 31 January 2016 to Dr Arthur Chapman (a.chapman@ioe.ac.uk). The deadline for submission of manuscripts is 30 June 2016. Informal enquiries to the editors about possible paper submissions are welcome and should be addressed to the contact above. Articles in this feature will be published in January 2017.

The truism that young people know nothing about history has been successfully challenged by research. When surveyed using methodologies that interrogate understanding, rather than those with simplistic quizzes and factual tests, young people often reveal that they know a good deal about the past. Many can build historical narratives that address the past experiences of their culture, society or nation, and demonstrate that they not only know things about the past but are able to organise this knowledge. However, research also reveals that historical narratives crafted by young people, and the knowledge built from them, are structured as much
by cultural and national myth‐histories – passed on through interaction with peers, family, culture, schooling and the media – as by formally agreed histories. Their rich historical learning can therefore result in deep historical misunderstanding, leading to the appearance that young people ‘know nothing’.  This special feature in the London Review of Education will explore the multiple sources of young people’s historical knowledge – through collective memory and social conversation as well as in the formal history classroom – and the implications for historical education that young people are not passive assimilators but active builders of historical sense.  
We seek papers that examine the relationships between young people, schools, identity and cultural/other histories in national, intranational, international and supranational contexts, in any part of the world. We welcome submissions that adopt empirical and/or theoretical approaches to young people’s knowledge of the past, including studies of young people’s historical consciousness and papers that address the implications, for pedagogical practice, of that fact that young people’s ‘ignorance’ is a complicated matter.  Articles are subject to full peer review. Please send abstracts, outlines and expressions of interest by 31 January 2016 to Dr Arthur Chapman (a.chapman@ioe.ac.uk). The deadline for submission of manuscripts is 30 June 2016. Informal enquiries to the editors about possible paper submissions are welcome and should be addressed to the contact above. Articles in this feature will be published in January 2017.

Presentations @ London / Sept. 7-9 2015

Jocelyn Létourneau will give two presentations in London shortly. WHEN? September 7-9 2015 WHY? The 12th International Conference of the History Educators International Research Network WHERE? The University of London – Institute of Education WHAT? The titles of the presentations are: Teaching History To K12 Kids: Reflections Based On A Large Scale Research Project Quebec Students and their Historical Consciousness of the Nation

Jocelyn Létourneau will give two presentations in London shortly.
WHEN? September 7-9 2015
WHY? The 12th International Conference of the History Educators International Research Network
WHERE? The University of London – Institute of Education
WHAT? The titles of the presentations are:
Teaching History To K12 Kids: Reflections Based On A Large Scale Research Project
Quebec Students and their Historical Consciousness of the Nation

ABSTRACT : TEACHING HISTORY TO K12 KIDS: REFLECTIONS BASED ON A LARGE SCALE RESEARCH PROJECT

When submitted to trivia tests, kids seem to know very little about the past of their community (nation). I decided to look at the situation a different way in asking two broad questions to about 5000 different young people, during a period of ten years, when they were in the classroom: 1) « Tell me the history of Quebec as you know »; 2) « If you had to summarize the history of Quebec in a phrase, what would you write personally? » Analysing the corpus shows two things: 1) kids know more about the past of their community (nation) than we think they do; 2) what they know is as powerful as it is simplistic. So the question: How to teach history to kids in the context they are not empty pots but have a very strong prior knowledge?

First step is to assess knowledge kids possess… to discover that it’s very much rooted in their community’s mythistories (I shall define that concept in my talk). Second is to create a cognitive conflict with kid’s prior knowledge so they are challenged in their historical representations. Third is to provide kids with alternative historical knowledge structured in the form of “catchy” ideas (so they may remember something of what is taught to them), knowledge also focused on their community’s mythistories (in order to have them distancing from the common premises upon which their culture is constructed, so they study history with a purpose, which is a good inducement to develop their learning interest). o In the paper each point will be detailed and backed with arguments. The aim of the talk is not to go against historical thinking theory but to adjust the basics of this theory with the general context into which kids learn (and use that knowledge to live efficiently in complex social settings).

References:

• J. Létourneau, Je me souviens ? Le passé du Québec dans la conscience historique de sa jeunesse, Montreal, Fides, 2014.

• J. Létourneau, “Teaching National History to Young People Today”, in Mario Carretero, Stefan Berger & Maria Grever (eds.), International Handbook of Research in Historical Culture and Education. Hybrid Ways of Learning History, London, Palgrave Macmillan, 2015. [To be published].

• J. Létourneau, S. Lévesque & R. Gani, “A Giant with Clay Feet: Quebec Students and the Historical Consciousness of the Nation”, International Journal of Historical Learning, Teaching and Research, 11, 2 (May 2013), p. 159-175.

Jocelyn Létourneau Heirnet

From @ThenHier September e-Bulletin

* Jocelyn Létourneau will be a Visiting Research Associate at University College London (UCL) Institute of Education this fall, where he will be working principally with Arthur Chapman and Stuart Foster. He will co-edit, with Arthur Chapman, a special issue of the London Review of Education with the theme, “Negotiating the Nation: Young People, National Narratives and History Education.”