599
Views
6
CrossRef citations to date
0
Altmetric
Articles

Posthuman figurations and hauntological graspings of historical consciousness/thinking through (re)photography

ORCID Icon
Pages 785-815 | Received 17 Jun 2021, Accepted 29 Apr 2022, Published online: 17 Aug 2022

References

  • Adams, E. C., & Kerr, S. L. (2021). Always already there: Theorizing an intra-disciplinary social studies. Pedagogies: An International Journal. Advance online publication https://doi.org/10.1080/1554480X.2020.1870470
  • Adams, P. C., & Craine, J. (Eds.). (2016). Routledge research companion to media geography. Routledge.
  • Alter, G. (2019). Visual and media literacy put into practice: Creating multimodal texts in ELT. IGI Global. https://doi.org/10.4018/978-1-52225-5796-8
  • Anderson, S. (2017). The stories nations tell: Sites of pedagogy, historical consciousness, and national narratives. Canadian Journal of Education/Revue Canadienne De Léducation, 40(1), 1–38.
  • Ankersmit, F. (2005). Sublime historical experience. Stanford University Press.
  • Bae, S., Agarwala, A., & Durand, F. (2010). Computational re-photography. Computer science and artificial intelligence laboratory technical report (Report No. CBCL-287). Massachusetts Institute of Technology.
  • Bain, R. (2005). ‘They thought the world was flat?’: Applying the principles of how people learn in teaching high school history. In J. Bransford, & S. Donovan (Eds.), How students learn history, mathematics, and science in the classroom (pp. 179–215). National Academies Press.
  • Bang, M., Marin, A., & Medin, D. (2018). If indigenous peoples stand with the sciences, will scientists stand with us? Daedalus, 147(2), 148–158. https://doi.org/10.1162/DAED_a_00498
  • Barad, K. (2001). Re(con)figuring space, time, and matter. In M. Dekoven (Ed.), Feminist locations: Global, local, theory and practice (pp. 75–109). Rutgers University Press. https://doi.org/10.1215/9780822388128-007
  • Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–833. https://doi.org/10.1086/345321
  • Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglements of matter and meaning. Duke University Press.
  • Barad, K. (2010). Quantum entanglement and hauntological relations of inheritance: Dis/continuities, spacetime enfoldings, and justice-to-come. Derrida Today, 3(2), 240–268. https://doi.org/10.3366/E1754850010000813
  • Barad, K. (2011). Nature’s queer performativity. Qui Parle, 19(2), 121–158. https://doi.org/10.5250/quiparle.19.2.0121
  • Barad, K. (2012). Interview with Karen Barad. In R. Dolphijn, & I. van der Tuin (Eds.), New materialism: Interviews and cartographies (pp. 48–70). Open Humanities Press.
  • Barad, K. (2013). Ma(r)king time: Material entanglements and re-memberings: Cutting together-apart. In P. R. Carlile, D. Nicolini, A. Langley, & H. Tsoukas (Eds.), How matter matters (pp. 17–31). Oxford University Press.
  • Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187. https://doi.org/10.1080/13534645.2014.927623
  • Barad, K. (2017). No small matter: Mushroom clouds, ecologies of nothingness, and strange topologies of spacetimemattering. In A. Tsing, H. Swanson, E. Gan, & N. Bubandt (Eds.), Arts of living on a damaged planet (pp. G103–G117). University of Minnesota Press.
  • Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Erlbaum.
  • Berson, I. R., & Berson, M. J. (2016). A slippage of time: Using rephotography to promote community-based historical inquiry. Social Education, 80(2), 113–117.
  • Biko, S. (1978). The definition of black consciousness. In A. Stubbs (Ed.), I write what I like (pp. 48–53). The Bowerdean Press.
  • Bourriaud, N. (2002). Relational aesthetics (S. Pleasance & F. Woods, Trans.). les presses du reel.
  • Braidotti, R. (2013). The posthuman. Polity.
  • Braidotti, R. (2019a). A theoretical framework for the critical posthumanities. Theory, Culture & Society, 36(6), 31–61. https://doi.org/10.1177/0263276418771486
  • Braidotti, R. (2019b). Posthuman knowledge. Polity.
  • Braidotti, R., & Hlavajova, M. (2018). Posthuman glossary. Bloomsbury.
  • Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. State University of New York Press.
  • Cajete, G. (1994). Look to the mountain: An ecology of Indigenous education. Kivaki Press.
  • Cass Tech High-Then and Now. (2012). http://www.detroiturbex.com/content/schools/cass/thenandnow/index.html
  • Clark, A., & Peck, C. L. (2018). Contemplating historical consciousness: Notes from the field. Berghahn Books.
  • Clarke, B., & Parsons, J. (2013). Becoming rhizome researchers. Reconceptualizing Educational Research Methodology, 4(1), 35–43. https://doi.org/10.7577/rerm.685
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • Crane, S. (2013). Of photographs, puns, and presence. In R. Ghosh, & E. Kleinberg (Eds.), Presence (pp. 62–78). Cornell University Press.
  • Currie, M. (2007). About time: Narrative, fiction, and the philosophy of time. Edinburgh University Press.
  • Dallmer, D. (2007). Teaching students about civil rights using print material and photographs. The Social Studies, 98(4), 153–158. https://doi.org/10.3200/TSSS.98.4.153-158
  • Damico, J. S., Baildon, M., & Greenstone, D. (2010). Examining how historical agency works in children’s literature. Social Studies Research and Practice, 5(1), 1–12. https://doi.org/10.1108/SSRP-01-2010-B0002
  • Davis, C. (2005). Hauntology, spectres and phantoms. French Studies, 59(3), 373–379. https://doi.org/10.1093/fs/kni143
  • DeLanda, M. (2006). A new philosophy of society: Assemblage theory and social complexity. Continuum.
  • DeLanda, M. (2016). Assemblage theory. Edinburgh University Press.
  • Deleuze, G., & Guattari, F. (1987). A thousand plateaus. University of Minnesota Press.
  • Deleuze, G., & Parnet, C. (1977). Dialogues II. Columbia University Press.
  • Denzin, N. K., & Lincoln, Y. S. (2011). Strategies of qualitative inquiry (4th ed.). Sage.
  • Derrida, J. (1973). Speech and phenomena, and other essay on Husserl’s theory of signs (D. B. Allison, Trans.). Northwestern University Press.
  • Derrida, J. (1993). Specters of Marx. Routledge.
  • Duquette, C. (2015). Relating historical consciousness to historical thinking through assessment. Routledge.
  • Ferrando, F. (2020). Leveling the posthuman playing field. Theology and Science, 18(1), 1–6. https://doi.org/10.1080/14746700.2019.1710343
  • Fisher, M. (2012). What is hauntology? Film Quarterly, 66(1), 16–24. https://doi.org/10.1525/fq.2012.66.1.16
  • Gadamer, H. (2004). Truth and method. Continuum.
  • Garrett, H. J., & Kerr, S. L. (2016). Theorizing the use of aesthetic texts in social studies education. Theory & Research in Social Education, 44(4), 505–531. https://doi.org/10.1080/00933104.2016.1211047
  • Gauntlett, D., & Holzwarth, P. (2006). Creative and visual methods for exploring identities. Visual Studies, 21(1), 82–91. https://doi.org/10.1080/14725860600613261
  • Glencross, A. (2015). From ‘doing history’ to thinking historically: Historical consciousness across history and international relations. International Relations, 29(4), 413–433. https://doi.org/10.1177/0047117815608233
  • Goldman, R., Erickson, F., Lemke, J., & Derry, S. (2007). Selection in video. In S. Derry (Ed.), Guidelines for video research in education: Recommendations from an expert panel (pp. 15–23). Data Research and Development Center. http://drdc.uchicago.edu
  • Gordan, A. F. (2008). Ghostly matters: Haunting and the sociological imagination. University of Minnesota Press.
  • Grever, M., & Adriaansen, R.-J. (2019). Historical consciousness: The enigma of different paradigms. Journal of Curriculum Studies, 51(6), 814–830. https://doi.org/10.1080/00220272.2019.1652937
  • Gumbrecht, H. U. (2003). Production of presence: What meaning cannot convey. Stanford University Press.
  • Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
  • Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.
  • Hawkman, A. M., & Shear, S. B. (Eds.). (2020). Marking the “invisible”: Articulating whiteness in social studies education. Information Age Publishing.
  • Henriksen, L. (2016). [In the company of ghosts: Hauntology, ethics]. [digital monsters (No. 668) [Doctoral dissertation]. Linköping University.
  • Holt, T. C. (1990). Thinking historically: Narrative, imagination, and understanding. Cornell University Press.
  • Honan, E. (2004). (Im)plausibilities: A rhizo-textual analysis of policy texts and teachers’ work. Educational Philosophy and Theory, 36(3), 267–281. https://doi.org/10.1111/j.1469-5812.2004.00067.x
  • Honan, E. (2007). Writing a rhizome: An (im)plausible methodology. International Journal of Qualitative Studies in Education, 20(5), 531–546. https://doi.org/10.1080/09518390600923735
  • Howell, A. (2007). The rhizomatic art of Kurt Brereton. Kunapipi, 29(10), 121–136.
  • Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge.
  • Jennings, S. (2013). Questions to facilitate the use of maps as primary sources in the classroom. The Social Studies, 104(5), 201–206. https://doi.org/10.1080/00377996.2012.720306
  • Juelskjaer, M. (2013). Gendered subjectivities of spacetimematter. Gender and Education, 25(6), 754–768. https://doi.org/10.1080/09540253.2013.831812
  • Kalin, J. (2013). Remembering with rephotography: A social practice for the inventions of memories. Visual Communication Quarterly, 20(3), 168–179. https://doi.org/10.1080/15551393.2013.820589
  • Keegan, P. (2019). Migrant youth from West African countries enacting affective citizenship. Theory & Research in Social Education, 47(3), 347–373. https://doi.org/10.1080/00933104.2019.1611514
  • Kim, H. H. (2014). Reconciling presentism and eternalism: Time, eternity, and ontological contextualism. DIALOGUE, 56(2/3), 135–144.
  • Kimmerer, R. W. (2003). Gathering moss. Ohio State University Press.
  • Kimmerer, R. W. (2013). Braiding sweetgrass. Milkweed Editions.
  • King, L. J. (2018). What is black historical consciousness. ? In A. Clark & C. L. Peck (Eds.), Contemplating historical consciousness: Notes from the field (pp. 224–239). Berghahn.
  • Kleinberg, E. (2017). Haunting history: For a deconstructive approach to the past. Stanford University Press.
  • Lather, P. (1997). Creating a multi-layered text: Women, AIDS, and angels. In W. Tierney & Y. Lincoln (Eds.), Representation and the text: Re-framing the narrative voice (pp. 233–258). State University of New York Press.
  • Leafgren, S. (2009). Reuben’s Fall: A rhizomatic analysis of disobedience in kindergarten. Left Coast Press.
  • Levene, D. (2015, June). American civil war then and now. https://www.theguardian.com/artanddesign/ng-interactive/2015/jun/22/american-civil-war-photography-interactive
  • Lévesque, S. (2008). Thinking historically: Educating students for the twenty-first century. University of Toronto Press.
  • Lévesque, S. (2014). Between memory recall and historical consciousness: Implications for education. Public History Weekly, 2(33). https://doi.org/10.1515/phw-2014-2593
  • Li, N. (2018). Chinese and their pasts: Exploring historical consciousness of ordinary Chinese—initial findings from Chongqing. In A. Clark & C. L. Peck (Eds.), Contemplating historical consciousness: Notes from the field (pp. 173–198), Berghahn.
  • Lichtman, M. (2013). Qualitative research in education: A user’s guide (3rd ed.). Sage.
  • Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. Left Coast Press.
  • Lomnitz-Adler, C. (2005). Death and the idea of Mexico. Princeton University Press.
  • Markosian, N. (2004). A defense of presentism. In D. W. Zimmerman (Ed.), Oxford studies in metaphysics (Vol. 1, pp. 47–82). Oxford University Press.
  • Martin, T. (2016, December). Temporality and literary theory. Oxford Research Encyclopedia of Literature. https://doi.org/10.1093/acrefore/9780190201098.001.0001/acrefore-9780190201098-e122
  • Mattson, R. (2009). Using visual historical methods in k-12 classroom. In D. Desai, J. Hamlin, & R. Mattson (Eds.), History as art, art as history (pp. 15–33). Routledge.
  • Mazzei, L. A. (2014). Beyond an easy sense: A diffractive analysis. Qualitative Inquiry, 20(6), 742–746. https://doi.org/10.1177/1077800414530257
  • Merse, T. (2015). Visualizing the global and globalizing the visual. The potential of global images in the EFL classroom. In C. Lütge (Ed.), Global education: Perspectives for English language teaching (pp. 197–225). LIT.
  • Miles, J. (2019). Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian residential schools. Theory & Research in Social Education, 47(4), 472–496. https://doi.org/10.1080/00933104.2019.1626783
  • Minteer, B. A. (2008). Anthropocentrism. In J. B. Callicott & R. Frodeman (Eds.), Encyclopedia of environmental ethics and philosophy (pp. 58–62). Gale.
  • Monreal, T. (2019). (Re)learning to teach: Using rasquachismo in the South. Latino Studies, 17(1), 118–126. https://doi.org/10.1057/s41276-018-00161-z
  • Nordstrom, S. N. (2018). Antimethodology: Postqualitative generative conventions. Qualitative Inquiry, 24(3), 215–226. https://doi.org/10.1177/1077800417704469
  • Nuxumalo, F. (2020). Situating Indigenous and Black childhoods in the Anthropocene. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), International research handbook of childhood nature: Assemblages of childhood and nature research (pp. 535–557). Springer.
  • Ortlipp, M. (2008). Keeping and using reflective journals in qualitative process. The Qualitative Report, 13(4), 695–705.
  • Osgood, J., & Robinson, K. H. (Eds.). (2019). Feminists researching gendered childhoods: Generative entanglements. Bloomsbury.
  • Paz, O. (1962). The labyrinth of solitude: Life and thoughts in Mexico. Grove Press.
  • Pitt, A., & Britzman, D. (2003). Speculations on qualities of difficult knowledge in teaching and learning: An experiment in psychoanalytic research. International Journal of Qualitative Studies in Education, 16(6), 755–776. https://doi.org/10.1080/09518390310001632135
  • Prosser, J. (Ed.). (1998). Image-based research: A sourcebook for qualitative researchers. Falmer Press.
  • Ringrose, J., Warfield, K., & Zarabadi, S. (Eds.). (2020). Feminist posthumanisms, new materialisms and education. Routledge.
  • Rose, G. (2016). Visual methodologies. Sage.
  • Roulston, K. (2010). Considering quality in qualitative interviewing. Qualitative Research, 10(2), 199–228. https://doi.org/10.1177/1468794109356739
  • Runia, E. (2006). Spots of time. History and Theory, 45(3), 305–316. https://doi.org/10.1111/j.1468-2303.2006.00366.x
  • Rüsen, J. (2004). Historical consciousness: Narrative structure, more function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 63–85). University of Toronto Press.
  • Rydén, R. (2019). Archivists and time: Conceptions of time and long-term information preservation among archivists. The Journal of Contemporary Archival Studies, 6(6), 1–19.
  • Seixas, P. (2004). Theorizing historical consciousness. University of Toronto Press.
  • Seixas, P. (2012). Indigenous historical consciousness: An oxymoron or a dialogue. ? In M. Carretero, M. Asension, & M. Rodríguez-Moneo (Eds.), History education and the construction of national identities (pp. 51–72). Palgrave Macmillan.
  • Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593–605. https://doi.org/10.1080/00131857.2015.1101363
  • Seixas, P., & Morton, T. (2013). The big six: Historical thinking concepts. Nelson Education.
  • Simão, L. M., Silva Guimarães, D., & Valsiner, J. (2015). Temporality: Culture in the flow of human experience. Information Age Publishing.
  • Snaza, N., & Weaver, J. A. (2015). Posthumanism and educational research. Routledge.
  • Sonu, D., & Snaza, N. (2015). The fragility of ecological pedagogy: Elementary social studies standards and possibilities. Journal of Curriculum and Pedagogy, 12(3), 258–277. https://doi.org/10.1080/15505170.2015.1103671
  • Spivak, G. (1996). Explanation and culture Marginalia. In D. Landry & G. MacLean (Eds.), The Spivak reader. Selected works of Gayatri Chakravorty Spivak (pp. 377–393). Routledge.
  • Stearns, P., Seixas, P., & Wineburg, S. (2000). Knowing, teaching & learning history: National and international perspectives. New York University Press.
  • St. Pierre, E. A. (2000). Nomadic inquiry in smooth spaces. In, E. A. St. Pierre & W. S. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 258–283). Routledge.
  • St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. In N. K. Denzin & Y. S. Lincoln (Eds.), Sage handbook of qualitative inquiry (4th ed., pp. 611–635). Sage.
  • St. Pierre, E. A. (2014). A brief and personal history of post qualitative research: Toward “post inquiry.” Journal of Curriculum Theorizing, 30(2), 2–19.
  • Strom, K. J., & Martin, A. D. (2017). Becoming-teacher: A Rhizomatic look at first-year teaching. Springer.
  • Swafford, J., & McNulty, C. P. (2010). Experiencing history: Integrating cultural artifacts into a study of the dust bowl. Social Studies Research & Practice, 5(1), 120–133.
  • Tallbear, K. (2013). Beyond life/not life: A feminist-indigenous reading of cryptopreservation, interspecied thinking, and the new materialisms [Lecture presentation]. University of California, Los Angeles, Center of the Study of Women. https://www.youtube.com/watch?v=TkUeHCUrQ6E
  • Teeuwisse, J. (2014). Ghosts of war. https://www.flickr.com/photos/hab3045/sets/72157629743320219/
  • Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550
  • Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121
  • Tsing, A., Swanson, H., Gan, E., & Bubandt, N. (2017). Arts of living on a damaged planet. University of Minnesota Press.
  • Tuck, E., & McKenzie, M. (2016). Place in research: Theory, methodology, and methods. Routledge.
  • Van Sledright, B. (2011). The challenge of rethinking history education: On practices, theories, and policy. Routledge.
  • Varga, B. A., & Agosto, V. (2022). A constellation of (artistic) voice: Assembling historically provocative artwork and (e)merging racial perceptions. Journal of Curriculum and Pedagogy. Advanced online publication. https://doi.org/10.1080/15505170.2021.2004956
  • Varga, B. A., & Monreal, T. (2021). (Re)opening closed/ness: Hauntological engagements with historical markers in the threshold of mastery. Taboo, 20(3), 80–97.
  • Varga, B. A., & van Kessel, C. (2021). Ma(r)king the unthinkable: Cultural and existential engagements of extreme historical violence. Journal of Curriculum Theorizing, 36(2), 16–31.
  • Varga, B. A., Agosto, V., & Maguregui, J. (2021). Material counter-cartographies: (Un)mapping (in)justice, spatial wounding and abstract reticulations. International Journal of Qualitative Studies in Education, 34(9), 830–842. https://doi.org/10.1080/09518398.2021.1885079
  • Villa, R. H. (1999). Ghosts in the growth machine: Critical spatial consciousness in Los Angeles Chicano writing. Social Text, 58(1), 111–131.
  • Wall, G. (2013). Ghost writing: Photographing (the) spectral north. Visual Studies, 28(3), 238–248. https://doi.org/10.1080/1472586X.2013.830002
  • Whyte, K. P. (2013). On the role of traditional ecological knowledge as a collaborative concept: A philosophical study. Ecological Processes, 2(1), 1–12. https://doi.org/10.1186/2192-1709-2-7
  • Wineburg, S. (1999). Historical thinking and other unnatural acts. Phi Delta Kappan, 80(7), 488–499.
  • Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past (critical perspectives on the past). Temple University Press.
  • Wineburg, S. (2011). Historical thinking and other unnatural acts. Kappan Classic, 92(4), 81–94.
  • Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common belief and the cultural curriculum: An intergenerational study of historical consciousness. American Educational Research Journal, 44(1), 40–76. https://doi.org/10.3102/0002831206298677
  • Wineburg, S. S., Martin, D., & Monte-Sano, C. (2012). Reading like a historian: Teaching literacy in middle and high school history classrooms. Teachers College Press.
  • Zembylas, M. (2013a). Affective citizenship in multicultural societies: Implications for critical citizen-ship education. Citizenship Teaching & Learning, 9(1), 5–18. https://doi.org/10.1386/ctl.9.1.5_1
  • Zembylas, M. (2013b). Pedagogies of hauntology in history education: Learning to live with the ghosts of disappeared victims of war and dictatorship. Educational Theory, 63(1), 69–86. https://doi.org/10.1111/edth.12010
  • Zimmerman, D. W. (1996). Persistence and presentism. Philosophical Papers, 25(2), 115–126. https://doi.org/10.1080/05568649609506542

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.