Memory Practices in the Classroom
This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media- saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vig...
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| Veröffentlicht in: | Journal of educational media, memory, and society memory, and society, 2015-09, Vol.7 (2), p.89-109 |
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| container_end_page | 109 |
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| container_issue | 2 |
| container_start_page | 89 |
| container_title | Journal of educational media, memory, and society |
| container_volume | 7 |
| creator | Ahlrichs, Johanna Baier, Katharina Christophe, Barbara Macgilchrist, Felicitas Mielke, Patrick Richtera, Roman |
| description | This article draws on memory studies and media studies to explore how
memory practices unfold in schools today. It explores history education as a media-
saturated cultural site in which particular social orderings and categorizations
emerge as commonsensical and others are contested. Describing vignettes from
ethnographic fieldwork in German secondary schools, this article identifies different
memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks,
and online videos that enacts what counts as worth remembering today: reproduction;
destabilization without explicit contestation; and interruption. Exploring
mediated memory practices thus highlights an array of (often unintended) ways of
making the past present. |
| doi_str_mv | 10.3167/jemms.2015.070206 |
| format | Article |
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memory practices unfold in schools today. It explores history education as a media-
saturated cultural site in which particular social orderings and categorizations
emerge as commonsensical and others are contested. Describing vignettes from
ethnographic fieldwork in German secondary schools, this article identifies different
memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks,
and online videos that enacts what counts as worth remembering today: reproduction;
destabilization without explicit contestation; and interruption. Exploring
mediated memory practices thus highlights an array of (often unintended) ways of
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memory practices unfold in schools today. It explores history education as a media-
saturated cultural site in which particular social orderings and categorizations
emerge as commonsensical and others are contested. Describing vignettes from
ethnographic fieldwork in German secondary schools, this article identifies different
memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks,
and online videos that enacts what counts as worth remembering today: reproduction;
destabilization without explicit contestation; and interruption. Exploring
mediated memory practices thus highlights an array of (often unintended) ways of
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memory practices unfold in schools today. It explores history education as a media-
saturated cultural site in which particular social orderings and categorizations
emerge as commonsensical and others are contested. Describing vignettes from
ethnographic fieldwork in German secondary schools, this article identifies different
memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks,
and online videos that enacts what counts as worth remembering today: reproduction;
destabilization without explicit contestation; and interruption. Exploring
mediated memory practices thus highlights an array of (often unintended) ways of
making the past present.</abstract><doi>10.3167/jemms.2015.070206</doi><tpages>21</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2041-6938 |
| ispartof | Journal of educational media, memory, and society, 2015-09, Vol.7 (2), p.89-109 |
| issn | 2041-6938 2041-6946 |
| language | eng |
| recordid | cdi_hal_primary_oai_HAL_hal_02113352v1 |
| source | JSTOR Archive Collection A-Z Listing |
| subjects | Education Humanities and Social Sciences Political science |
| title | Memory Practices in the Classroom |
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