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Engaging transitional justice in Australian history curriculum: Times, temporalities and historical thinking
Curriculum Inquiry ( IF 1.944 ) Pub Date : 2021-07-12 , DOI: 10.1080/03626784.2021.1938972
Matilda Keynes 1
Affiliation  

Abstract

Existing research on history education’s role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplinary competencies as part of educational reform objectives to support political transition. However, the orientation towards transitional justice in settler colonial democracies such as Australia has prompted debate about the role of history curriculum in transitional contexts where constructivist, discipline-based approaches are already prescribed. While “historical thinking” in Australia has been a pragmatic middle way between polarised single-narrative and deconstructivist paradigms, this article argues that questions of transitional justice return the subjective, contemporary, and political to history education in ways that challenge the scope of disciplinary meaning-making and complicate the civic promises of disciplinary thinking. By discussing examples of how time is presently imagined and engaged using second-order historical thinking concepts, this article engages some key limitations of disciplinary history curriculum vis-à-vis transitional justice. It suggests alternate approaches that stretch the disciplinary paradigm in new directions that carry important implications for other societies engaged in questions of transitional justice.



中文翻译:

在澳大利亚历史课程中引入过渡正义:时代、时间和历史思维

摘要

关于历史教育在过渡正义议程中的作用的现有研究集中在广泛冲突后进行政权更迭或重建的社会,并且经常将学科能力作为教育改革目标的一部分以支持政治过渡。然而,澳大利亚等定居者殖民民主国家对过渡正义的导向引发了关于历史课程在过渡背景下的作用的辩论,在这些背景下,建构主义的、基于学科的方法已经被规定。虽然澳大利亚的“历史思维”一直是两极分化的单一叙事范式和解构主义范式之间的实用中间方式,但本文认为,过渡正义问题回归主观的、当代的、以挑战学科意义制定范围并使学科思想的公民承诺复杂化的方式,将政治教育和历史教育联系起来。通过讨论当前如何使用二阶历史思维概念来想象和参与时间的例子,本文探讨了学科历史课程相对于过渡正义的一些关键局限性。它提出了将学科范式扩展到新方向的替代方法,这些方法对参与过渡正义问题的其他社会具有重要意义。本文涉及学科历史课程相对于过渡正义的一些关键局限性。它提出了将学科范式扩展到新方向的替代方法,这些方法对参与过渡正义问题的其他社会具有重要意义。本文涉及学科历史课程相对于过渡正义的一些关键局限性。它提出了将学科范式扩展到新方向的替代方法,这些方法对参与过渡正义问题的其他社会具有重要意义。

更新日期:2021-07-12
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