Performative historical competence: use-of-history as symbolic action

ABSTRACT

This article discusses historical competence as reading and understanding use-of-history as it is expressed in different texts. Students need to develop competence in the use-of-history in order to approach the diversity and complexity of uses of history in our time. The use-of-history is also an aim in the curricula of Nordic countries. This capacity is, however, rarely operationalized in current research on historical competence. This article coins the concept of ‘performative historical competence’, meaning use-of-history as symbolic action. We argue that Kenneth Burke’s dramatist theory allows students to examine how history is used in different ways for different purposes in different content and contexts, thus allowing a more conscious, critical and creative approach to the use-of-history as symbolic action. This by emphasizing history based contradictions, competition and conflict as constructs rather than given by nature. In turn, they can be redefined. This can be an empowering process.

KEYWORDS:

• Use-of-history
• historical competence
• dramatism
• Kenneth Burke
• empowering education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ketil Knutsen

Associate professor Ketil Knutsen’s research interests are within the fields of public and political uses of history and historical literacy with a specific interest in history didactics as symbolic action.

Ingunn Knutsen

Ingunn Knutsen, MA, has published a pentad analysis of one of the Norwegian King’s speeches as well as other contributions in the fields of political communication, literacy, democracy, social change, gender and dramatism.