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Transcript of Umea2013 final
Rival Narratives as an
Enduring Problem for
History Education
Dr Robert Parkes
Senior Lecturer in History Education,
Curriculum Theory, and Media Literacy
What is the problem?
Riv
al N
arr
ati
ves
of
the N
ati
on
(His
tory
Wars
)
German and Japanese textbook
controversies American debates over history
standards
UK’s national curriculum quarrels
Post-Apartheid History in South
Africa
Russian nationalism in History
textbooks
Multiple voices in Canadian, New
Zealand, and Australian history
Taylor & Guyver (2012)
‘New
His
tory
’ of
1990s
Curr
icula
Mandatory Australian
History
Indigenous & Women’s
perspectives (and Whig legacy)
Australia as part of Asia
Revi
sions
and
React
ions
In Australia, the central concern in this
debate centred on representations of the
colonisation of Australia, and its interlocutors included
scholars, media commentators, and Prime Ministers on both sides of the political divide.
Dis
rupti
ng t
he G
reat
Aust
ralia
n S
ilence
Public awareness of a
distinctive Indigenous
perspective on Australian history appears to have arisen
partly as a result of a
series of grass roots protests that culminated
in a ‘day of mourning’
during the Bicentennial
celebrations of 1988.
(Reed, 2004)
Curr
iculu
m S
hift Invasion” as an
alternative to “peaceful settlement”
as a description of the
colonisation process.
(Land, 1994)
The A
ge o
f M
abo
The High Court’s Mabo
decision (and the Wik
decision that followed in
1996) forced the public to
confront the legal right of
Indigenous people to
dominion over their traditional lands (Ritter &
Flanagan, 2003). Resulted in political scaremongering by Howard
Government that suburbanites would have
their backyards re-possesed.
Att
wood (
1996)
Mabo and the new Australian history ends the
historical silence about the
Aboriginal pre-colonial and
colonial past upon which the
conservative invention of
Australia and Australianness
was founded, and since their
Australia was realised
through and rests upon that
conventional historical
narrative, the end of this
history constitutes for them
the end of Australia.” (p.
116)
The P
olit
ics
of
His
tory
Curr
iculiu
m
History curriculum is perceived to
act as an apparatus for the social
re/production of national
identities, through linking “the
development of the individual to
the images and narratives of
nationhood.” (Popkewitz, 2001) History education seen as the
vehicle for social cohesion.
(Howard, 2006) Assumptions of the effectiveness
of History education’s role in
social cohesion largely untested
(Taylor & Collins, 2012)
How have we responded
to the problem?
Speci
al I
ssue o
f
‘Educa
tion S
cience
s’
Edit
ed b
y D
r Robert
Park
es
& P
rofe
ssor
Monik
a V
inte
rek
Disciplinary History in Finland (Jukka Rantala,
University of Helsinki); and the UK (Michael
Fordham, Cambridge University).
Working with pre-service teachers on issues
of ‘purpose’ in the UK (Richard Harris,
University of Reading); and ‘perspectives’
and ‘professional voice and vision’ in Canada
(Paul Zanazanian, McGill University, &
Sabrina Moisan, Universite de Sherbrooke).
Disciplinary rigor for super diversity and
flexible perspective taking in the UK (Kate
Hawkey, University of Bristol).
General questioning of political interference
in the History curriculum from UK (Terry
Haydn, University of East Anglia); and in
Australia (Tony Taylor & Sue Collins, Monash
University)
Conti
nuin
g d
ebate
s ove
r cu
rric
ulu
m
conte
nt
Development of an Australian (national)
Curriculum
Howard’s (Sept 2012) Sir
Paul Hasluck Foundation
Inaugural Lecture call for “a
proper sense of history”. Not ‘black armband’ or
‘white blindfold’. (Gillard,
2010)
Why do we need to think
differently about the problem?
Conflict over rival narratives
reveals ‘representation’ as a
problem
His
tory
as
repre
senta
tion
historical discourse is in its
essence a form of ideological
elaboration” (Barthes,
1967/1997, p. 121) “the straightness of any story is a
rhetoric invention” (Kellner, 1989,
p. x)
historical narratives are artifacts
of an interpretive act constituted
in part by a historian’s aesthetic,
epistemological, and ethical
commitments, and in part by the
underlying tropic forms of
language itself. (H. White, 1973)
Anke
rsm
it (
2001)
Referential Statement vs Explanatory Narrative Histories are narratives that always
exceed the sum of their referential statements.
Revi
sion v
s D
enia
l
If you reject accepted
referential statements
then you are probably
engaging in historical
denial. (See Taylor, 2008 on
Windschuttle or Evans, 2002 on Irving) If you have accept
accepted referential
statements but generate
a different narrative, you
are probably engaging in
historical revision.
What can we draw on that
will help us think
differently?
Pedagogy as a process of
representation and reception
Why
a r
epre
senta
tional t
urn
is n
eeded in
His
tory
educa
tion
(diff
ere
nt
ways
of
unders
tandin
g
th
e ‘re
pre
senta
tion’ pro
ble
m)
Pedagogy as a concept “draws
attention to the process
through which knowledge is
produced.” (Lusted, 1986) Shift from apprenticeship to
schooling created a problem of
representing knowledge and
practice. (Lundgren, 1991) Pedagogical Content
Knowledge is about having 150
ways of representing a
concept. (Wilson, Shulman, &
Richert, 1987).
Post
-colo
nia
l resi
stance
to
his
tori
cal
repre
senta
tion
InterpellationWe are acquiescent in the face of the grand
narrative of the nation.
Rejection / Interjection *
We insert or juxtapose rival narratives of the
past.
InterpolationWe draw attention to the historical narrative we
are teaching as an artifice, a representation
(derived from methodological, ethical and other
choices of the historian), an interpretation built
via a specific set of rhetorical practices.
* Appears to be the dominant response in curricula.
Ashcroft (2001)
Teach
er’
s M
eta
-Know
ledge:
Pedagogy
as
Repre
senta
tion
Collective Memory
(Reconstructionist)
THE official story of the past
Interpellation Disciplinary
(Constructionist)
The BEST story of the past that we
currently can determine from the
available evidence Postmodern
(Deconstructionist)
Multiple perspectives on the past
WHOSE story of the past?
Interjection Metadisciplinary
How is the story being
constructed? Interpolation
(Segall, 2006)
Seixas (1999)after Jenkins & Munslow (2004)
The E
nco
unte
r w
ith A
lteri
ty:
Pedagogy
as
Rece
pti
on
(Fusi
on o
f H
ori
zons
in a
nd b
eyo
nd t
he
class
room
)
Parkes (2004)Simon (2005)
Cri
tica
l his
tory
pedagogy?
Rival narratives necessary
(and exciting) but insufficient.
Need to move beyond the
stalemate of debates over
Whose History? and foreground the pedagogical processes of
representation and reception – How this
History? How to teach the
rival narratives?
Refe
rence
s
Ankersmit, F. R. (2001). Historical representation. Stanford, CA:
Stanford University Press.
Attwood, B. (Ed.). (1996). In the age of Mabo: History,
Aborigines and Australia. Sydney: Allen & Unwin.
Ashcroft, B. (2001). Post-Colonial transformation. London:
Routledge.Barthes, R. (1967/1997). The discourse of history. In K. Jenkins
(Ed.), The postmodern history reader (pp. 120-123). London:
Routledge.Evans, R. J. (2002). Telling lies about Hitler: The Holocaust,
history and the David Irving trial. London: Verso.
Gillard, J. (2010). Students to learn 'balanced view of history'.
Retrieved from http://www.abc.net.au/news/2010-03-01/students-to-learn-bala
nced-view-of-history/2569490
Howard, J. (2006, 26th January). Unity vital in battle against
terrorism, The Sydney Morning Herald, p. 11.
Kellner, H. (1989). Language and historical representation.
Madison: University of Wisconsin Press.
Jenkins, K., & Munslow, A. (Eds.). (2004). The nature of history
reader. London: Routledge.
Land, R. (1994). Invasion and after: A case study in curriculum
politics. Brisbane: Queensland Studies Centre.
Lundgren, U. P. (1991). Between education and schooling:
Outlines of a diachronic curriculum theory. Geelong, Victoria:
Deakin University.
Lusted, D. (1986). Why pedagogy? Screen, 27(5), 2-14.
Macintyre, S., & Clark, A. (2003). The history wars. Melbourne:
Melbourne University Press.
Parkes, R. J. (2011). Interrupting history: Rethinking history
curriculum after 'the end of history'. New York: Peter Lang.
Parkes, R. J. (2004). The zone of proximal development as a
strategically mediated encounter with alterity. Paper
presented at the annual conference of the Australian
Association of Research in Education (AARE), University of
Melbourne, 28 November - 2 December 2004.
Refe
rence
s (C
ont’
d)
Popkewitz, T. S. (2001). The production of reason and power:
Curriculum history and intellectual traditions. In T. S. Popkewitz,
B. M. Franklin & M. A. Pereyra (Eds.), Cultural history and
education: Critical essays on knowledge and schooling (pp. 151-
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Reed, L. (2004). Bigger than Gallipoli: War, history and memory
in Australia. Crawley: University of Western Australia Press.
Ritter, D., & Flanagan, F. N. A. (2003). Stunted growth: The
historiography of native title litigation in the decade since Mabo.
Public History Review, 10, 21-39.
Segall, A. (2006). What's the purpose of teaching a discipline,
anyway? In A. Segall, E. E. Heilman & C. H. Cherryholmes (Eds.),
Social studies - the next generation: Re-searching in the
postmodern (pp. 125-139). New York: Peter Lang.
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a way to talk about history education. Journal of Curriculum
Studies, 31(3), 317-337.
Simon, R. I. (2005). The touch of the past: Remembrance,
learning, and ethics. New York: Palgrave Macmillan.
Taylor, T. (2008). Denial: History betrayed. Carlton, Victoria:
Melbourne University Press.
Taylor, T., & Guyver, R. (2012). History wars and the classroom:
Global perspectives. Charlotte, NC: Information Age Publishing.
White, H. (1973). Metahistory. Baltimore: John Hopkins
University Press.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). "150
different ways" of knowing: Representations of knowledge in
teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp.
104-124). London: Cassell.