ABSTRACT Each November, commemoration of the First World War armistice (and subsequent military events and conflicts) is almost ubiquitous in UK schools and has been given increased importance during the centenary years of the First World War. Yet as seemingly isolated occasions outside the regular curriculum, school practices of remembrance, and the understandings and perceptions surrounding them, have been subject to surprisingly little scrutiny. The Remembrance in Schools project (2013–19) investigates armistice commemoration in primary and secondary schools in three counties in southern England. This paper considers the theorisation of public commemorative rituals and relates this to teachers’ reports of school-based events. It analyses teachers’ accounts and perceptions, from survey and interview data, of the ways in which the First World War and subsequent conflicts are remembered, presented and discussed through school commemoration events. We conclude that such events mirror the ‘social technologies’ of public remembrance rituals. However, behind almost ubiquitous practices (the two-minute silence) and symbols (the poppy), these accounts reveal nuanced variations in teachers’ views of the knowledge and values children gain from armistice commemoration in schools. These variations are inflected by individual schools’ histories, community contexts, and pupil demographics, as well as teachers’ own histories, values and ideals.

中文翻译：

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学校纪念日实践：第一次世界大战百年期间社会记忆中的意义建构

摘要 每年 11 月，纪念第一次世界大战停战（以及随后的军事事件和冲突）在英国学校中几乎无处不在，并且在第一次世界大战一百周年期间变得越来越重要。然而，作为常规课程之外的看似孤立的场合，学校的记忆实践以及围绕它们的理解和看法，却很少受到审查。学校纪念项目（2013-19 年）调查了英格兰南部三个县中小学的停战纪念活动。本文考虑了公共纪念仪式的理论化，并将其与教师对学校事件的报告联系起来。它从调查和访谈数据中分析教师的陈述和看法，通过学校纪念活动来纪念、展示和讨论第一次世界大战和随后的冲突的方式。我们得出结论，此类事件反映了公共纪念仪式的“社会技术”。然而，在几乎无处不在的做法（两分钟的沉默）和象征（罂粟花）背后，这些描述揭示了教师对儿童从学校停战纪念活动中获得的知识和价值观的看法的细微差别。这些差异受到个别学校的历史、社区环境、学生人口统计以及教师自身的历史、价值观和理想的影响。在几乎无处不在的实践（两分钟的沉默）和象征（罂粟花）背后，这些描述揭示了教师对儿童从学校停战纪念活动中获得的知识和价值观的看法的细微差别。这些差异受到个别学校的历史、社区环境、学生人口统计以及教师自身的历史、价值观和理想的影响。在几乎无处不在的实践（两分钟的沉默）和象征（罂粟花）背后，这些描述揭示了教师对儿童从学校停战纪念活动中获得的知识和价值观的看法的细微差别。这些差异受到个别学校的历史、社区环境、学生人口统计以及教师自身的历史、价值观和理想的影响。