گذشته‌های حساس: پرسش از میراث در آموزش (کتاب ۲۷ از مجموعه درک تاریخ)

Heritage, as an area of research and learning, often deals with difficult historical questions, due to the strong emotions and political commitments that are often at stake. In this, it poses particular challenges for teachers, museum educators and the publics they serve. Guided by a shared focus on these "sensitive pasts," the contributors to this volume draw on new theoretical and empirical research to provide valuable insights into heritage pedagogy. Together they demonstrate the potential of heritage as a historical-educational domain that transcends myopic patriotism, parochialism and simplistic relativism, helping to enhance critical and sophisticated historical thinking.-- Provided by publisher Contents Illustrations INTRODUCTION The Appeal of Heritage in Education Part I Reflections on Heritage and Historical Consciousness CHAPTER 1 Are Heritage Education and Critical Historical Thinking Compatible? Reflections on Historical Consciousness from Canada CHAPTER 2 The Continuous Threat of Excess? A Cautionary Tale about Heritage Celebration and Object Veneration in the U.S.A. CHAPTER 3 Antiquarianism and Historical Consciousness in the New Media Age Part II Experiencing Heritage and Authenticity CHAPTER 4 Why do Emotions Matter in Museums and Heritage Sites? CHAPTER 5 Dutch Dealings with the Slavery Past: Contexts of an Exhibition CHAPTER 6 Tagging Borobudur: Heritage Education and the Colonial Past in Onsite and Online Museum Collections CHAPTER 7 Unlocking Essences and Exploring Networks: Experiencing Authenticity in Heritage Education Settings CHAPTER 8 Archaeological Heritage Education and the Making of Regional Identities EPILOGUE PART II History, Heritage and the Spaces Inbetween Part III Teaching and Learning about Sensitive Heritage CHAPTER 9 Holocaust Heritage Nearby: How to Analyse Historical Distance in Education CHAPTER 10 Engaging Experiences of the Second World War: Historical Distance in Exhibitions and Educational Resources CHAPTER 11 An Intriguing Historical Trace or Heritage? Learning about Another Person’s Heritage in an Exhibition Addressing the Second World War CHAPTER 12 Increasing Understanding or Undermining National Heritage: Studying Single and Multiple Perspectives of a Formative Historical Conf lict CHAPTER 13 Voicing Dissonance: Teaching the Violence of the Civil Rights Movement in the U.S.A. EPILOGUE PART III Taking Students’ Ideas Seriously: Moving beyond the History-Heritage Dichotomy Index Heritage studies necessarily must deal with strong emotions and political commitments. In this, it poses particular challenges for teachers and their students. Guided by a shared focus on these "sensitive pasts," the contributors to this volume draw on new theoretical and empirical research to provide valuable insights into heritage pedagogy.