The story about the collective past, which is embedded in the students’ minds, may serve a significant role in learning history. The fit between students preconceived narratives and the official narrative in textbooks might considerably influence their ability to understand and use the official narrative as a cultural tool. 105 12th grade students wrote narratives about the Melting Pot policy in the absorption of the “Great Aliyah” (Mass immigration) to Israel in the 1950’s, a corner stone of Israeli collective identity. The students’ narratives were analyzed in order to identify overt opinions, and basic narrative characteristics, such as plot schemes, agency and recurrent themes. The narratives were compared to the central characteristics of the official narrative of the Great Aliyah mediated through history textbooks. Students’ dominant narrative stood in opposition to the textbooks narrative, putting forward a highly critical perspective of the immigration absorption. Additional findings show students of “Ashkenazi” (European-Jewish) origin to be significantly more critical towards the Melting Pot policy and it’s consequences for the Mizrahi Jews than students of “Mizrahi” (Arab-Jewish) origins. The authors seek to explain their findings within the framework of socio-cultural theory, as evidence of the students’ use of social representation of the past as a cultural tool for explaining a problematic present. The personal historical narrative seems to serve as a tool for positioning the individual in relation to the past and in constructing potentialities of responsibility to contemporary reality.
2024. How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history. Theory & Research in Social Education 52:2 ► pp. 245 ff.
Weintraub, Roy & Nimrod Tal
2023. Within the national confines: Israeli history education and the multicultural challenge. Pedagogy, Culture & Society 31:3 ► pp. 587 ff.
Jurkynas, Mindaugas
2021. What Do We Talk About When We Talk About Northern Europe. Politeja 14:6(51) ► pp. 215 ff.
Martel, Virginie & Jean-François Boutin
2021. Lecture dialectique (et multimodale) de la fiction historique (bande dessinée) au primaire : conception et mise à l’essai d’un dispositif didactique. Revue des sciences de l'éducation 47:3 ► pp. 77 ff.
Sakki, Inari & Eemeli Hakoköngäs
2020. Celebrating nationhood: Negotiating nationhood and history in Finland's centenary celebrations. Nations and Nationalism 26:4 ► pp. 864 ff.
Gross, Magdalena H. & Christine Min Wotipka
2019. Students’ Understanding of the History of Enslavement in America: Differences by Race, Ethnicity, and Gender. The Social Studies 110:5 ► pp. 220 ff.
Savenije, Geerte M. & Tsafrir Goldberg
2019. Silences in a climate of voicing: teachers’ perceptions of societal and self-silencing regarding sensitive historical issues. Pedagogy, Culture & Society 27:1 ► pp. 39 ff.
Brunet, Marie-Hélène
2018. DES HISTOIRES DU PASSÉ : LE FÉMINISME DANS LES MANUELS D’HISTOIRE ET D’ÉDUCATION À LA CITOYENNETÉ SELON DES ÉLÈVES QUÉBÉCOIS DE QUATRIÈME SECONDAIRE. McGill Journal of Education 52:2 ► pp. 409 ff.
de Saint-Laurent, Constance
2018. Memory Acts: A Theory for the Study of Collective Memory in Everyday Life. Journal of Constructivist Psychology 31:2 ► pp. 148 ff.
Peck, Carla L.
2018. National, Ethnic, and Indigenous Identities and Perspectives in History Education. In The Wiley International Handbook of History Teaching and Learning, ► pp. 311 ff.
Avery, Patricia G. & Keith C. Barton
2017. Exemplars from the Field of Social Studies Education Research. In The Wiley Handbook of Social Studies Research, ► pp. 168 ff.
Boutonnet, Vincent
2016. Pratiques déclarées d’enseignants d’histoire au secondaire en lien avec leurs usages des ressources didactiques et l’exercice de la méthode historique. McGill Journal of Education 50:2-3 ► pp. 225 ff.
Pääbo, Heiko
2014. Constructing Historical Space: Estonia’s Transition from the Russian Civilization to the Baltic Sea Region. Journal of Baltic Studies 45:2 ► pp. 187 ff.
Savenije, Geerte, Carla van Boxtel & Maria Grever
2014. Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance. British Journal of Educational Studies 62:2 ► pp. 127 ff.
Savenije, Geerte M., Carla van Boxtel & Maria Grever
2014. Learning About Sensitive History: “Heritage” of Slavery as a Resource. Theory & Research in Social Education 42:4 ► pp. 516 ff.
Barton, Keith C. & Alan W. McCully
2012. Trying to “See Things Differently”: Northern Ireland Students’ Struggle to Understand Alternative Historical Perspectives. Theory & Research in Social Education 40:4 ► pp. 371 ff.
Hammack, Phillip L. & Andrew Pilecki
2012. Narrative as a Root Metaphor for Political Psychology. Political Psychology 33:1 ► pp. 75 ff.
Shahzad, Farhat
2012. Collective memories: A complex construction. Memory Studies 5:4 ► pp. 378 ff.
Reich, Gabriel A.
2011. Testing collective memory: Representing the Soviet Union on multiple-choice questions. Journal of Curriculum Studies 43:4 ► pp. 507 ff.
Schely-Newman, Esther
2009. Defining Success, Defending Failure: Functions of Reported Talk. Research on Language & Social Interaction 42:3 ► pp. 191 ff.
Schely-Newman, Esther
2012. Opening a Gate to Citizenship: Media for Migrants. In International Handbook of Migration, Minorities and Education, ► pp. 135 ff.
Valsiner, Jaan
2009. Cultural Psychology Today: Innovations and Oversights. Culture & Psychology 15:1 ► pp. 5 ff.
Goldberg, Tsafrir, Baruch B. Schwarz & Dan Porat
2008. Living and dormant collective memories as contexts of history learning. Learning and Instruction 18:3 ► pp. 223 ff.
Goldberg, Tsafrir, Baruch B. Schwarz & Dan Porat
2011. “Could They Do It Differently?”: Narrative and Argumentative Changes in Students’ Writing Following Discussion of “Hot” Historical Issues. Cognition and Instruction 29:2 ► pp. 185 ff.
This list is based on CrossRef data as of 25 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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