Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-09T13:09:33Z No. of bitstreams: 2 Dissertação - Ana Cecília Moreira Elias - 2016.pdf: 2248849 bytes, checksum: 3a00dc2ddeb831a62e6d8d66a808cbc0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-09T13:10:14Z (GMT) No. of bitstreams: 2 Dissertação - Ana Cecília Moreira Elias - 2016.pdf: 2248849 bytes, checksum: 3a00dc2ddeb831a62e6d8d66a808cbc0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-09T13:10:14Z (GMT). No. of bitstreams: 2 Dissertação - Ana Cecília Moreira Elias - 2016.pdf: 2248849 bytes, checksum: 3a00dc2ddeb831a62e6d8d66a808cbc0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-11 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / We propose in this research , reflect on the elaborations of time and of historical consciousness represented in parables that make up the courseware of History and Geography , Spiritualist School " The School that Educates " - Plans Course and Unit , aimed at \ the teachers (as) the elementary school , the school " Allan Kardec " , located in the city of Catalão - GO . The material adopted by spiritualists schools at the national level corresponds to cross- proposal to the common core content of elementary school , so by questioning about the time and historical consciousness , we discussed also about the multiple perspectives that can be worked in space the classroom to avail himself of parables as a teaching tool . The main basis for our discussion we base on the theoretical concepts defended Jörn Rüsen (2010 ) , Mikhail Bakhtin (2011 ) and José Carlos Reis ( 2009) . / Propomos, nesta pesquisa, refletir sobre as elaborações de tempo e da consciência histórica representadas em parábolas que compõem o material didático de História e Geografia, Escola Espírita “A Escola que Educa” – Planos de Curso e Unidade, destinado aos/às professores (as) do ensino fundamental I, da escola “Allan Kardec”, situada na cidade de Catalão – GO. O material adotado por escolas espíritas em nível nacional corresponde como proposta transversal aos conteúdos de núcleo comum do ensino fundamental I, portanto, através da problematização sobre o tempo e a consciência histórica, debatemos também sobre as múltiplas perspectivas passíveis de serem trabalhadas no espaço da sala de aula ao valer-se de parábolas como instrumento pedagógico. Como principal base para a nossa discussão, nos pautamos nas concepções teóricas defendidas Jörn Rüsen (2010), Mikhail Bakhtin (2011) e José Carlos Reis (2009).

This study examines the efficacy of the Canadian Memory Fund to advantage the use of digital archives for the purposes of developing historical consciousness in Canadian students and life-long learners. The perceived significance of digital archives to this end is reflected in the launch of the Department of Canadian Heritage’s (PCH) Canadian Culture Online Program (CCOP) in 2000. Employing a qualitative research design, this study examines how PCH defined the challenges to Canadians’ historical memory, and conceived of a technological solution to this inherently cultural and educational challenge. Using a case study, the strategies deployed by the CBC and Radio-Canada digital archives units, funded recipients of the CMF, to achieve the intended goals of the CCOP, and whether the resulting websites meet the technical criteria for the study of historical consciousness, are examined.

The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge. In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical frame­work for historical conscious-ness was included. The results show that in using the writing practices a literacy character­ized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly co­herent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness. / Under senare år har sociala medier introducerats i undervisningen som verktyg för lärande, men hur interagerar dessa nya möjligheter till kommunikation och sam-arbete med en formell undervisningssituation i historia? I Högstadieungdomar skriver historia på bloggenbeskriver och undersöker Cecilia Johansson ett möte mellan sociala medier och historieundervisningen när högstadieelever skriver inlägg i form av dagboksanteckningar från Andra Världskriget på en klassblogg. Det kollaborativa författarskap som många elever uppvisar tycks ha påverkat både hur och vad eleverna lär sig. Dessutom synliggörs en lärprocess där ett historie-medvetande ges förutsättningar att utvecklas. / <p></p><p></p>

The purpose of this study is to examine levels shown to aim historical consciousness in history teaching in Swedish Elementary school. The study aims to answer the following questions: What levels of historical consciousness are found in history teaching? What are the reasons behind the levels shown of historical consciousness? The methods used in this study are qualitative research methods interview and observation. The analysis is based on Jörn Rüsens theory of functions of historical narrations for historical consciousness. The study has shown and concluded that there were very low levels to aim historical consciousness in history teaching based on principles of Jörn Rüsens theory.

The aim of this study is to analyze how the EU perceives a European cultural heritage and its role in the EU project during the period 1970-2020. These perceptions do something with the notion of ”the Europeanness” and are part of a narrative construction that expresses conceptions of a European place. This European place is a place beyond territorial locability and something that this thesis seeks to investigate. Attentions is brought to how changes in EU’s cultural heritage discourse are interwoven partly with notions of crisis, partly with renegotiation of a European diversity. Even though, during the 2010s, the EU begun to stress interconnections between ”the Europeanness” and its ”other”, I argue that this interconnectivity is based on a conception of a unique European past. In contrast to previous research I thereby highlight a paradoxical tension between the EU’s perceptions of a European past and a European ”today”. Moreover, this thesis goes beyond the dominant trend in cultural heritage studies and its preoccupation on what is declared to be a heritage, as well as the concentration on what EU wants us to remember. Thereby this study provides an alternative perspective on the EU’s construction of a European cultural community. It’s a perspective that gives emphasize to how a sense of European situatedness is created through notions of a European cultural heritage.

The thesis points to the negative phenomenon of Holocaust denial, objective viewpoint of testimony, authenticity of photograph and background of historical consciousness in the context of postmodern situation. If we wanted to use objective testimony of photograph as a valid argument against Holocaust denial, we would have to declare the authenticity of photograph is invalid. The options of its manipulation, both content and meaning, are examined through semiotics of Peirce, mainly through trichotomy icon, index and symbol. In today's pluralistic time, the historical consciousness is proposed as a possible starting point of examination of historical sources, including photograph. Key words Photograph, authenticity, manipulation, Peirce, historical consciousness, Holocaust.

This study aims to dive deep and examine through interviews and previous research wich role historical consciousness and identity play in multicultural classrooms. The goal is to use a qualitative method to investigate for example wich role historical consciousness play in creating identities in multicultural classrooms. It will also be about how teachers shape their teaching according to multiculturalism. The interviews conducted in the study were of a semi structured nature as there were no predetermined answers to the questions. The interviews took place at one school in southern Sweden with two teachers of varying ages. After the interviews I divided the answers in to themes that were the three main concepts that the study is about (historical consciousness, identity and multiculturalism) as well as other themes like us and them. The empirical material further showed that multicultural classrooms have meant that teachers have broadened their view of history and made it more inclusive. Teachers are also increasingly shaping their teaching from a teacher-centerd classroom to giving students a greater role by for example telling about their culture or homeland. Both teachers also agreed that it was better to find similarities in history between diffrent countries and cultures in order to create a more inclusive classroom and that it made it easier to create a common identity. I am fully aware that the results of my study can not generate in any major conclusions. Although my study of the scope is not particulary large I think that there is a basis for understanding how multicultural classrooms can affect teachers role and work in schools.

The residents of Henry County, through the evolving practices of collecting and preserving local history, organized and developed a sustainable local historical society. The 1902 dedication ceremony, which signaled the beginning of the “museum” chapter of the HCHS, was only one of many steps in the institutionalization of local history in Henry County. The foundation of a sustainable local historical society is constructed upon permanent quarters and a historical collection. Additional requisite building blocks include wide public support, adequate and consistent funding, and a paid individual to facilitate and manage the museum, its collections, and various other day-to-day operations and activities. In Henry County, this blueprint for sustainability was greatly facilitated by the county’s territorial beginnings and its cultural development before the Civil War, as well as the county’s old settlers’ society movement and local history writing during the latter half of the nineteenth century. With this said, historical societies were “not created in a vacuum” but rather amid a complex historical framework encompassing local, regional, and national contexts. For Henry County, this framework consisted of many varied but constituent parts. The American Centennial in 1876, industrialization, Quakerism, the popularity of Civil War history and commemoration in Indiana that peaked around 1900, and a state historical movement and the simultaneous development of other historical organizations following the Indiana Centennial in 1916 were also instrumental in the county’s evolving dedication to preserving local history and the organization’s course toward sustainability.

This paper has the purpose to investigate the relationship between historical consciousness and use of history. In this context the historical consciousness is the way a person can orient themselves through different times. Thus, the paper investigates how temporal orientation can be expressed by upper secondary students. This is achieved by analysing student texts which deal with use of history after the attacks on the twin towers of 9/11. Earlier research suggests that use of history can activate the historical consciousness in the form of temporal orientation. It also suggests that students have difficulties orientating themselves through time especially concerning expressions that connects the different time dimensions. Through the theoretical perspectives of historical consciousness as temporal orientation this paper aims to find out how the use of history can engage students’ historical consciousness and how this historical consciousness expresses itself. This paper concludes that the relationship between the use of history and historical consciousness is that the temporal orientation is activated through symbolism, the need of history at certain times, interlocutors of the use of history as well as narrative capability.

This thesis discusses the Soviet mass deportation historical culture narrative formation and their use of history in contemporary Latvia. Looking to find research answer to question of: How are the Soviet mass deportations of 1941 and 1949 used in, and forms Latvian historical culture, in the novel Five Fingers and the film Chronicles of Melanie? The analysis is done via three connected parts using concepts of use of history, cultural and social memory. First, the paper gives an analysis of socio-historical context giving the historical background of mass deportations and the emerging historical culture use in society since 1986. The second part of the paper focuses on two separate narrative analysis of Latvian cultural expressions. The book “Five fingers” by Mara Zalite and the film “Chronicles of Melanie” dir. Viesturs Kairish. Both works analysed by their portrayed story narrative of deportation experience and how they form cultural narratives and use history within the work. The last part of the paper is interpretation- reinterpretation of socio-historical and narrative analysis together. To see the role of the novel and film, have in the use of historical culture, and how they help form the historical narrative in society. Analysing the broader context via social media responses book and film received from the public and seeing how cultural works are forming historical culture in Latvia. The thesis concluded that the novel and film are moral and existential uses of history, as they discuss topics censored during the Soviet period. The authors feel a duty to bring accounts of the past back to the centre of attention in order for people not to forget. Additionally, both works are playing a part in forming new narrative within historical culture, by moving away from identifying as the victim of soviet deportations to survivors of the past. Thus, playing an important role in Soviet mass deportation historical culture in Latvia.