Summary/Abstract
In writing this paper, I sought to draw upon what are the most prominent gaps in recent literature published on historical consciousness and its implications for teacher praxis and present a proposed framework of a transactional approach to understanding historical consciousness.
This framework is called “A Transactional Framework of Historical Consciousness,” and it is informed by a theoretical framework situated in reader-response theory which presents historical consciousness as the lens by which a person interprets history, a fluid construct that is shaped by historical knowledge, historical narratives, situational and temporal context, aesthetic and efferent meaning, and use.
The application of this framework is illustrated through a narrative reflection of my own experience in using this framework in having students in my B.C. First Peoples 12 class write reflective territorial acknowledgements. In conclusion, I suggest future areas of history education research where this framework might be examined in other learning contexts to understand and develop students’ historical consciousness.
This framework is called “A Transactional Framework of Historical Consciousness,” and it is informed by a theoretical framework situated in reader-response theory which presents historical consciousness as the lens by which a person interprets history, a fluid construct that is shaped by historical knowledge, historical narratives, situational and temporal context, aesthetic and efferent meaning, and use.
The application of this framework is illustrated through a narrative reflection of my own experience in using this framework in having students in my B.C. First Peoples 12 class write reflective territorial acknowledgements. In conclusion, I suggest future areas of history education research where this framework might be examined in other learning contexts to understand and develop students’ historical consciousness.
Graduating Paper
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