From JEMMS 2/2011: Learning to Remember Slavery: School Field Trips and the Representation of Difficult Histories in English Museums

dc.contributorGeorg-Eckert-Institut. Leibniz-Institut für Internationale Schulbuchforschungde_DE
dc.contributor.authorSpalding, Nikki
dc.date.accessioned2016-07-13T08:12:49Z
dc.date.available2016-07-13T08:12:49Z
dc.date.issued2014-06-09
dc.description.abstractDrawing 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.de_DE
dc.formatOnline-Ressource (PDF-Datei: 19 Seiten; 121,5 KB)de_DE
dc.identifier.piurn: nbn:de:0220-2014-00132
dc.identifier.urihttp://repository.gei.de/handle/11428/163
dc.language.isoengde_DE
dc.publisherNew York: Berghahnde_DE
dc.relation.ispartofEckert. Jemms;02.2011
dc.rightsAttribution-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subject.ddc371.32de_DE
dc.subject.keywordcitizenshipde_DE
dc.subject.keyworddifficult historiesde_DE
dc.subject.keywordmuseum field tripde_DE
dc.subject.keywordslaveryde_DE
dc.subject.keywordhistorical consciousnessde_DE
dc.titleFrom JEMMS 2/2011: Learning to Remember Slavery: School Field Trips and the Representation of Difficult Histories in English Museumsde_DE
dc.typeOnline-Publikationde_DE

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