From JEMMS 2/2011: Learning to Remember Slavery: School Field Trips and the Representation of Difficult Histories in English Museums
Date
2014-06-09
Authors
Spalding, Nikki
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New York: Berghahn
Abstract
Drawing on the fields of education, memory and cultural studies, this article
argues that, as important cultural memory products, government-sponsored museum
education initiatives require the same attention that history textbooks receive. It investigates
the performance of recent shifts in historical consciousness in the context of museum field trip
sessions developed in England in tandem with the 2007 bicentenary of the abolition of the
slave trade. Analysis of fieldwork data is presented in order to illustrate some of the
complexities inherent in the way difficult histories are represented and taught to young people
in the twenty-first century, particularly in relation to citizenship education.
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