Introduction - The politics of doing history education: Memory practices in contemporary classrooms

Maren Tribukait, Felicitas Macgilchrist


Text In the introduction to this special issue on the ’politics of doing history education’, we present papers contributing to an emerging paradigm of research on history education that foregrounds the unruly practices of doing history or enacting memory with media technologies, and the indeterminate political effects of these practices. Grounded in empirical studies, this introduction explores the potential impact of this emerging paradigm for conceptualising ‘doing history (education)’ after indeterminacy. Focussing on the practices of using media—in particular: (i) students’ uptake, amplification, refraction, subversion and reproduction of media texts and, (ii) how non-coherence plays out in contemporary history education—provides intriguing perspectives on how knowledge and social memory circulate and shift through history education. 


memory practices, doing history, indeterminacy, textbooks, educational media, politics of practices

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Copyright (c) 2021 Maren Tribukait, Felicitas Macgilchrist

Historical Encounters is a double blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education.

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