The purpose of this essay was to survey the students’ interest for the past; in order to create new method tools for the teaching of history in today’s school. From this purpose, this question emerged: What kind of aspects affect the students’ interest for the past. How do these aspects promote the students’ historical consciousness? Are these aspects opportunities or holdbacks for the teaching of history’s purpose to develop the students’ historical consciousness? Interviews were conducted and from these five different categories were created: the past in everyday-life, interest for the past, acquisition of knowledge, how the past affects and the interest for history in school. These five categories were analyzed by using the concept and theory of historical consciousness. The result was that elder relatives and parents belong to the biggest factors, as well as the teaching of history in school. However, the crucial factor was whether the students could at all relate to the past. Furthermore, the interviewed students have a historical consciousness; however, it is flawed due to the fact that they do not see history as a whole.

Older generations have often looked down on their younger counter parts believing that they have little awareness of the sacrifices made by those coming before them and that they have no awareness of the past and no drive to learn about it. However, are these youths really as unaware as the older generations like to think? A country like South Africa has a unique past that was characterised by gross human rights violations under the apartheid regime, specifically during the second half of the 20th century. These born-frees may not have been directly exposed to apartheid but because democratic South Africa is still in its infancy the legacy of those times still impacts them greatly. This qualitative study was informed by the interpretivist paradigm and was underpinned by a relativist ontology and a subjectivist epistemology. This case study made use of the sense of the past of the first-year students enrolled at the Faculty of Education in 2017. A secondary data analysis of two questions from a twelve-question, open-ended written survey collected in 2017 was used to explore the first-year, Faculty of Education students’ historical consciousness as it relates to the past. Convenience sampling was used during the data collection during 2017 when the 700 surveys were collected. After the electronic transcription of these responses. I selected 150 responses from two questions, totalling 300 responses that were analysed. An inductive data analysis method and open coding was used which revealed emergent and dominant themes that were not predetermined. A majority of the responses tended towards negative themes while only some found the past to be better than the present. My study showed that the first-year, Faculty of Education students have a historical consciousness of the past that is orientated from a presentist position. The historical consciousness of these first-year students was dominated by race and used the last forty years of the recent past in its construction. The historical consciousness of these youths was personalised and diversified by a variety of themes and was based on emotional views more than historically factual ones. Furthermore, I illustrate that these future teachers are trapped in the legacy of the past but strive to achieve a bright future so that they can move forward from the past and the effects by which they are burdened. / Dissertation (MEd (History Education))--University of Pretoria, 2021. / Humanities Education / MEd (History Education) / Unrestricted

The education in History has for a long time been strongly criticized for being based on simple facts, which makes it difficult for students to succeed in the curriculums requirements for using historical consciousness. Research points out that the students themselves have to create history in order to achieve the purpose of history education, as it becomes more alive to them if they themselves can create it. The pure faculty learning comes too far from their own experiences, which historical consciousness is based on. This study is a qualitative survey where students from grade nine in Swedish secondary school have had a free conversation in a group of five students based on a historical text. The research situation is based on parts of the Anglo-Saxon history-didactic research for historical consciousness, focusing on historical thinking and the ability to interconnect the three time dimensions, the past, present and future. The conversations was analyzed from the theoretical point of view of the study, chosen from the research situation, and suggested that the students constructed thematic categories based on the historical story, where deeper analysis could be conducted on the students' ability to reason history using history consciousness. The study's conclusion showed two characteristics of history consciousness where the students showed weak ability to one and good ability on the other. Through this, the study also provided a contribution to the subject topic History that could develop the teaching in history consciousness. This contribution could make it clear to the students what the concept of historical awareness means, through the use of history that the students themselves have been involved in and created.

This is an enterpretivist cultural study on how the lively idea of assessment is enacted by the art teachers, students and administrators in Denton school art education, North Texas, the United States. This ethnographic research aims to extend understanding on assessment as vivid cultural and social dynamics that both reflects and enlivens varied and interconnected values promoted and shared among the people involved. Through a perspective of the culture of assessment, this study is expected to facilitate insights on art education as lived, purposeful experience bearing suggestions on a certain social environment and historical implications. Such insights as sought further illuminate specific understandings on art education in different cultural societies, such as China. From a Chinese native viewpoint, the researcher broadens her horizons on connection and independence important for informative performance of art education in the discourses of modern nation and schooling, as well as globalization. It is hoped that this study will interest other art educators, teachers, and researchers to make multiple and continuous efforts in further exploring the culture of assessment with cultural and historical consciousness and knowledge.

This study used qualitative research methods to analyze the ways in which difficult knowledge is represented in Ontario’s 2013 and revised 2018 history curriculum (Grades 7, 8, 10). Difficult knowledge promotes serious discussions about weighty topics – often entrenched in collective memory – and invites readers to reflect on the different values, beliefs, and perspectives around such topics. In this study, difficult histories refer to contested depictions of past violence and oppression as they appear in historical narratives and curricular frameworks (Epstein and Peck, 2017). Examining the curriculum using the lens of difficult knowledge allowed me to consider how educators might foster reconciliation through engagement with chapters in Canadian history. The content analysis considered the difficult knowledge topics in history curricula and the approaches proposed to encourage perspective-taking. The study used a critical sociocultural approach to explore how Ontario’s official curriculum represents difficult knowledge using multiple perspectives in general, and Indigenous perspectives, specifically. In an effort to gain a better understanding of the curricular resources currently available, this study contributes to knowledge growth by identifying entry points in the curriculum that serve to help teachers introduce difficult knowledge using disciplinary thinking and Indigenous epistemic themes. The main goal with this research is to provide recommendations to guide policy, research, and practice in the integration of Indigenous perspectives and knowledges in ways that are meaningful to learners.

<p>This essay focuses on how women and the woman emancipation are described in high school history textbooks from the years 1970, 1980, 1990 and 2000, using the theories history consciousness and gender. Two textbooks are analyzed from each period. There are several gender theories, in this essay it is Yvonne Hirdman’s theory concerning woman- and gender history that is used. This means that the woman emancipation and women’s history are analyzed from the perspectives invisible, add, and-, how- and gender history. Concerning the theory history consciousness Jeisman’s four definitions are used. The woman’s role and the woman emancipation are also examined from the variables work, education and the woman’s role at home.</p><p>During analyzing the text books it became clear that the presence of a history consciousness and gender perspective gradually became higher the newer the textbook was which means there were big differences in the books from year 1970 to year 2000.</p>

This essay focuses on how women and the woman emancipation are described in high school history textbooks from the years 1970, 1980, 1990 and 2000, using the theories history consciousness and gender. Two textbooks are analyzed from each period. There are several gender theories, in this essay it is Yvonne Hirdman’s theory concerning woman- and gender history that is used. This means that the woman emancipation and women’s history are analyzed from the perspectives invisible, add, and-, how- and gender history. Concerning the theory history consciousness Jeisman’s four definitions are used. The woman’s role and the woman emancipation are also examined from the variables work, education and the woman’s role at home. During analyzing the text books it became clear that the presence of a history consciousness and gender perspective gradually became higher the newer the textbook was which means there were big differences in the books from year 1970 to year 2000.

When individualism and liberalism rose from the western history, a new form of the conflict between individual and community had emerged. From this time, people start thinking that because we have the liberal right which belongs to every person, everyone can pursue his own self-fulfillment. However, when this kind of view becomes an ¡§atomistic individualism¡¨ conviction, it seriously threatens the peace and stability of our community. If the most important thing everyone cares about is his self-fulfillment, how can we reconcile the conflict between various values? How can we avoid the disruption of our community? The purpose of this thesis is to examine whether the conflict between individual and community is inevitable, and if it is inevitable how we can find a way to face up to this distress by exploring R. G. Collingwood¡¦s political thought. For this purpose, in chapter one, I will more clearly expound my concern which will be explored in this thesis, and why we can answer the above two questions by exploring Collingwood¡¦s political thought. After this, I will start to explore Collingwood¡¦s view of the concept of freedom in chapter two, and we will find out that, for Collingwood, anyone¡¦s freedom can only be realized by interacting with others. Then I will further elaborate Collingwood¡¦s view about the relation of individual and community in chapter three. Following the proceeding two chapters, in chapter four, I will firstly point out that in Collingwood¡¦s view what is the meaning of freedom for us, and then show how he can provide us a way to face up the inevitable conflict between individual and community. Finally, I will conclude what Collingwood can inspire us who live in the twenty-first century today.

In this study historical consciousness is the main object of interest. Historical consciousness has been described as a problematic didactical tool for teachers to use in the daily activity. The reason for it is because the concept is somewhat vague and there is no clear consensus for how to use it. However, in the Swedish guidelines for how teachers should work, history historical consciousness is mentioned as the purpose of all historical education. Because of the important role of this concept, this study tries to once more to evaluate how teachers work with the concept in their daily activity. What separates this study from previous ones is that it focusses on the aspects of historical consciousness instead of teachers understanding of the concept. Seven teachers where interviewed about how they teach history and their description was compared to a theoretical background regarding historical consciousness. The result showed that all teachers that participated in the study work with historical consciousness in some regard, some more than others. How teachers work with the concept is also described. The main conclusion of the study is that teachers that follow their national guidelines of the history subject tend to work with historical consciousness whether there are aware of it or not.

The purpose of this paper was to examine understandings of uses of history in teachers’assignments. Inspired by grounded theory an analysis was made of teachers’ assignments anddifferent concepts, categories and propositions were found. The main finding concerningunderstandings of uses history was that it relied upon the consideration’s teachers had madeduring the process of creating assignments. This one-sidedness was the springboard forsuggestions made for future undertakings in didactical research pertaining to understandingsof uses of history.