History education and alternative narratives through museums
Theoretical foundations and activities design to secondary education
DOI:
https://doi.org/10.24310/re.16.2024.20146Keywords:
History Education, Museums, Heritage Education, Alternative narrativesAbstract
In this paper we explain the theoretical foundations and activities design of a Proof of Concept Project financed by the Spanish State Research Agency. In this proyect teachers from six Spanish universities, managers and educators from ten national and provincial museums have participated collaboratively together with Secondary Education teachers from three regions. We start from the educational changes that museums are experiencing, reinterpreting the narratives of their pieces, and changing both the subjects and the stories. These changes are connected with new trends in history education research that propose teaching history based on historical thinking (analysis and interpretation of sources, and simulation of the historian's craft), with historical consciousness competencies (reflecting on the connections between past and present, alternative narratives, and controversial heritages). Furthermore, we connect the design of the project with the historiographic currents that in the mid-20th century changed the focus of study from the political trajectory of institutions or kings or national heroes, to ordinary people. The result has been 11 learning situations that have revolved around diversity – sexual and gender, functional – and inequality – economic, gender, social minorities – as well as violence, migration or the democratic construction and labor rights in Spain.
Downloads
Metrics
References
Adebayo, G. O. (2021). Counter-radicalization policies and policing in education: making a case for human security in Europe. Heliyon, 7, https://doi.org/10.1016/j.heliyon.2020.e05721
Albarez, N. (2016). El concepto de Hegemonía en Gramsci: una propuesta para el análisis y la acción política. Revista de Estudios Sociales Contemporáneos, 15, 150-160.
Altintas, İ. N.; Yenigül, Ç. K. (2020). Active Learning Education in Museum. IJERE, 9(1), 120-128. https://doi.org/10.11591/ijere.v9i1.20380
Andersen, M.F.; Levinsen, H.; Møller, H.H.; Thomsen, A.V. (2020). Building Bridges Between School and a Science Center Using a Flipped Learning Framework. Journal of Museum Education, 45(2), 200-209. https://doi.org/10.1080/10598650.2020.1744238
Araujo, A. L. (2014). Shadows of the Slave Past. Memory, Heritage and Slavery. Routledge.
Araujo, A. L. (2021). Museums and Atlantic Slavery. Routledge
Barton, K. C. y Levstik, L. (2004). Teaching History for the Common Good. Routledge.
Bloch, M. (2001). Apología para la historia o el oficio del historiador. FCE.
Chartier, C. (2007). La historia o la lectura del tiempo. Gedisa
Clover, D., & Sanford, K. (2024). Unearthing a hidden curriculum of gendered museum languages through critical feminist visual discourse analysis. International Journal of Lifelong Education, 43(2–3), 246–258. https://doi.org/10.1080/02601370.2024.2341761
Council of Europe (2022). Combating hate speech-Recommendation CM/Rec 16 and explanatory memorandum. https://edoc.coe.int/en/racism/11119-combating-hate-speech-recommendation-cmrec202216-and-explanatory-memorandum.html
Cuenca-López, J.M., Martín-Cáceres, M.J. y Estepa-Giménez, J. (2021). Teacher training in heritage education: good practices for citizenship education. Humanities and Social Sciences Communications, 8, 62. https://doi.org/10.1057/s41599-021-00745-6
Cuenca, J. M; Estepa, J. y Martín, M. (2017). Patrimonio, educación, identidad y ciudadanía. Profesorado y libros de texto en la educación obligatoria. Revista de Educación, 375, 136-159.
Cuesta, R. (2011). Historia con memoria y didáctica crítica. Con-ciencia social. Anuario de didáctica de la geografía, la historia y las ciencias sociales, 15, 15-30.
Dahmouche, M. S.; Lacerda, M.; Pinto, S. (2024). Museu, universidade e escola: tríade para promoção de meninas em STEM. Em Questão, 30, e-132879, 2024. DOI: https://doi.org/10.1590/1808-5245.30.132879
Dressler, V. A. Kan, K. (2018). Mediating Museum Display and Technology: A Case Study of an International Exhibition Incorporating QR Code. Journal of Museum Education, 43(2), 159-171.
Duquette, C. (2015). Relating historical consciousness to historical thinking through assessment. En K. Ercikan y P. Seixas (Eds.), New directions in assessing historical thinking (pp. 51–63). Routledge.
Estepa, J., y Martín, M. (2018). Competencia en conciencia y expresiones culturales y educación histórica: patrimonios en conflicto y pensamiento crítico. En P. Miralles, y C. J. Gómez-Carrasco (Coords.), La educación histórica ante el reto de las competencias: métodos, recursos y enfoques de enseñanza (pp. 75-86). Octaedro Editorial.
Falk, J.H.; Dierking, L.D.; Adams, M. (2011). Living in a Learning Society: Museums and Free-choice Learning. En S. Macdonald (Ed), A Companion to Museum Studies (pp. 323-339). Wiley-Blackwell.
Fauve-Chamoux, A. (2001). Hija de la demografía y la antropología histórica: una nueva historia de la familia con rostro humano. Anuario IEHS, 16, 291-312.
Fauve-Chamoux, A. (Ed.) (2004) Domestic service and the formation of European identity. understanding the globalization of domestic work, 16th-21st centuries. Peter Lang.
Fevbre, L. (1982). Combates por la historia. Ariel.
Fontana, J. (1997). Los campesinos en la historia. Reflexión sobre un concepto y unos prejuicios. Historia Social, 28, 3-11.
Fontana, J. (2000). Europa ante el espejo. Planeta.
Fontana, J. (2019). Capitalismo y democracia, 1756-1848. Cómo empezó este engaño. Crítica.
Fontal, O. y Ibáñez, A. (2015). Estrategias e instrumentos para la educación patrimonial en España. Educatio Siglo XXI, 33(1), 15-32.
García González, F. (2015). Investigar la soledad. Mujeres solas, casas y trayectorias sociales en la Castilla rural del Antiguo Régimen. Obradoiro de Historia Moderna, 24, 141-169.
García González, F. (Ed.). (2020) Vivir en soledad. Viudedad, soltería y abandono en el mundo rural. Iberoamericana Vervuert.
García González, F. (Ed.). (2021) Familias, trayectorias y desigualdades. Estudios de historia social en España y en Europa, siglos XVI-XIX. Sílex.
Gerber, T. P. y Van Landingham, M. E. (2021). Ties That Remind: Known Family Connections to Past Events as Salience Cues and Collective Memory of Stalin's Repressions of the 1930s in Contemporary Russia. American Sociological Review, 86(4), 639-669.
Germak, C.; Lupetti, M.L.; Giuliano, L.; Kanouk, M.E. (2015). Robots and cultural heritage: New museum experiences. CITAR Journal, 7(2), 47-57.
Gómez, C. J., Miralles, P., Fontal, O., e Ibañez, A. (2020). Cultural Heritage and Methodological Approaches - An Analysis Through Initial Training of History Teachers (Spain–England). Sustainability, 12(933), 1-21. https://doi.org/10.3390/su12030933
González, M. (2012). Historical Narratives in the Colonial, National and Ethnic Museums of Argentina, Paraguay and Spain. En M. Carretero, M. Asensio y Mª Rodríguez (Eds), History Education and the Construction of National Identities (pp. 239-256). IAP.
González, A. (2023). Tierra quemada. Un viaje por la violencia del Paleolítico al siglo XXI. Crítica.
Gosselin, V. (2011). Open to interpretation: Mobilizing historical thinking in the museum. Doctoral dissertation, University of British Columbia. https://doi.org/10.14288/1.0055355
Gosselin, V. y Livingstone, P. (2016) (Eds). Museums and the Past. Constructing Historical Counsciousness. UBC Press.
Graeber, D. y Wengrow, D. (2022). El amanecer de todo. Una nueva historia de la humanidad. Ariel.
Grever, M.; de Bruijn, P.; Van Boxtel, C. (2012). Negotiating historical distance: Or, how to deal with the past as a foreign country in heritage education. Paedagogica Historica, 48(6), 873-887. https://doi.org/10.1080/00309230.2012.709527
Gross, M. (2014). Struggling to deal with the difficult past: Polish students confront the Holocaust. Journal of Curriculum Studies, 46 (4), 441-463.
Habermas, J. (1992). Ciudadanía e identidad nacional: consideraciones sobre el futuro europeo. Debats, 39, 11-17.
Harrell, MH.; Kotecki, E. (2015). The Flipped Museum: Leveraging Technology to Deepen Learning. Journal of Museum Education, 40(2), 306-313. https://doi.org/10.1179/1059865015Z.00000000088
Hein, G. E. (2011). Museum Education. En S. Macdonald (Ed). A Companion to Museum Studies (pp. 340-352). Wiley-Blackwell.
Le Cordeur, M. (2015). The issue of Kaaps: Afrikaans teaching at school needs a more inclusive approach. Tydskrif Vir Geesteswetenskappe, 55(4), 712-728.
Liang, T., Morón Velasco, M. and Sanahuja Gavalda, J.M. (2024). Inclusive Education through the Lens of Diversity: A Case Study in an Arts School with a Focus on Chinese Students, Arteterapia. Papeles de arteterapia y educación para inclusión social 19, 1-10.
Logtenberg, A., Savenije, G., de Bruijn, P., Epping, T., & Goijens, G. (2024). Teaching sensitive topics: Training history teachers in collaboration with the museum. Historical Encounters, 11(1), 43-59. https://doi.org/10.52289/hej11.104
Macdonald, B. (2022). Pausing, Reflection, and Action: Decolonizing Museum Practices, Journal of Museum Education, 47(1), 8-17, DOI: 10.1080/10598650.2021.1986668
Macdonald, S. (Ed.) (2011). A Companion to Museum Studies. Wiley-Blackwell.
Maranda, L. (2021). Decolonization within the Museum. ICOFOM Study Series, 49(2), 180-195.
Martinko, M.; Luke, J. (2018). “They Ate Your Laundry!” Historical Thinking in Young History Museum Visitors. Journal of Museum Education, 43(3), 245-259. https://doi.org/10.1080/10598650.2018.1469907
Mendoza, R.; Baldiris. S.; Fabregat, R. (2015). Framework to Heritage Education using Emerging Technologies. Procedia Computer Science, 75, 239 – 249. https://doi.org/10.1016/j.procs.2015.12.244
Moorhouse, N., Dieck, M. C., Jung, T. (2019). An experiential view to children learning in museums with Augmented Reality. Museum Management and Curatorship, 34(4), 402-418. https://doi.org/10.1080/09647775.2019.1578991
Murphy, M.P.A. (2018). "Blending" Docent Learning: Using Google Forms Quizzes to Increase Efficiency in Interpreter Education at Fort Henry. Journal of Museum Education, 43(1), 47-54. https://doi.org/10.1080/10598650.2017.1396435
Nagawiecki, M. (2018). Museums as Vital Resources for New Americans: The Citizenship Project. Journal of Museum Education, 43(2), 126-136.
Najbert, J. (2020). Guarding against the "loss of national memory": The communist past as a controversial issue in Czech history education. Historical Encounters-A Journal Of Historical Consciousness Historical Cultures And History Education, 7(2), 63-78.
Ott, M. y Pozzi, F. (2011). Towards a new era for Cultural Heritage Education: Discussing the role of ICT. Computers in Human Behavior, 27(4), 1365–1371. https://doi.org/10.1016/j.chb.2010.07.031
Prottas, N. (2017). Does Museum Education Have a Canon?, Journal of Museum Education, 42(3), 195-201. https://doi.org/10.1080/10598650.2017.1343018
Prottas, N. (2019). Where Does the History of Museum Education Begin? Journal of Museum Education, 44(4), 337-341. https://doi.org/10.1080/10598650.2019.1677020
Rey Castelao, O. (2021). El vuelo corto. Mujeres y migraciones en la Edad Moderna. USC.
Rey Castelao, O. (2022). Mujeres y resistencias en la Galicia de fines del Antiguo Régimen: Antonia de Alarcón y los límites del orden. Chronica Nova, 48, 21-60. http://doi.org/10.30827/cnova.v0i48.23912
Rey Castelao, O. (2023). Cifras y letras en Historia Moderna. Una reflexión personal. En M. L. González Mezquita (Ed), Sobre Historia Moderna: análisis, comparaciones y cruce de perspectivas (pp. 107-121). Biblos.
Roigé, X., y Frigolé, J. (2010). Constructing cultural and natural heritage. Parcs, museums and rural heritages. Institut Català de Recerca en Patrimoni Cultural.
Rzemien, M. A. (2016). Assessing Historical Thinking at a State History Museum. Doctoral dissertation, University of Washington.
Sánchez Carretero, C. (2022). Las transformaciones silenciosas del régimen patrimonial. Participación y conflictos en torno al patrimonio cultural. AIBR. Revista de Antropología Iberoamericana, 17(2), 297-324.
Sarbo, J. (2024). Learning About the Holocaust: Opportunities and Challenges for the National Holocaust Museum in the Netherlands. Journal of Museum Education, 49(1), 26–36. https://doi.org/10.1080/10598650.2023.2288978
Thompson, E. P. (1989). La formación de la clase obrera de Inglaterra. Crítica.
Van Boxtel, C., Grever, M. y Klein, S. (2015). Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the Netherlands. En K. Ercikan y P. Seixas (Eds.), New Directions in Assessing Historical Thinking (pp. 40-50). Routledge.
VanSledright, B, A. (2008). Narratives of Nation-State, Historical Knowledge and School History Education. Review of Research in Education, 32(1), 109-146.
Wallace-Casey, C. (2015). Deepening historical consciousness through museum fieldwork. Doctoral dissertation, University of New Brunswick.
Walsh, K. (2002). The representation of the past: museums and heritage in the post-modern world. Routledge.
Wil Meeus, Paul Janssenswillen, Marc Jacobs, Indra Wolfaert y Lore Suls (2021) Antwerp’s museums response to super diversity. A study of multiperspective cultural education for secondary school students: learning revisited, International Journal of Heritage Studies, 27(9), 884-903, DOI: 10.1080/13527258.2020.1869580
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Temple University Press
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Eviterna Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
All the contents published in Revista Eviterna are subject to the Creative Commons Reconocimento-NoComercia-Compartirigual 4.0 license, the full text of which can be found at <http://creativecommons.org/licenses/by-nc-sa/4.0>
They may be copied, used, disseminated, transmitted and publicly exposed, provided that:
The authorship and original source of your publication (Journal, editorial and URL of the work) are cited.
They are not used for commercial purposes.
The existence and specifications of this use license are mentioned.
Copyright is of two kinds: moral rights and patrimonial rights. Moral rights are perpetual, inalienable, inalienable, inalienable, inalienable and imprescriptible prerogatives.
In accordance with copyright legislation, Revista Eviterna recognizes and respects the moral rights of the authors, as well as the ownership of the economic right, which will be transferred to the University of Malaga for dissemination in open access.
The economic rights refer to the benefits obtained by the use or disclosure of the works. Revista Eviterna is published in open access and is exclusively authorized to carry out or authorize by any means the use, distribution, disclosure, reproduction, adaptation, translation or transformation of the work.
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
12.png)
