830
Views
6
CrossRef citations to date
0
Altmetric
Articles

Before ‘us’ and ‘now’: developing a sense of historical consciousness and identity at the museum

ORCID Icon & ORCID Icon
Pages 360-373 | Received 27 Sep 2017, Accepted 25 Feb 2019, Published online: 11 Jun 2019

References

  • Anderson, David, Barbara Piscitelli, and Michele Everett. 2008. “Competing Agendas: Young Children’s Museum Field Trips.” Curator: The Museum Journal 51 (3): 253–273. doi:10.1111/j.2151-6952.2008.tb00311.x.
  • Anderson, David, Barbara Piscitelli, Katrina Weier, Michele Everett, and Collette Tayler. 2002. “Children’s Museum Experiences: Identifying Powerful Mediators of Learning.” Curator: The Museum Journal 45 (3): 213–231. doi:10.1111/j.2151-6952.2002.tb00057.x.
  • Andrews, Rhys, Catherine McGlynn, and Andrew Mycock. 2009. “Students’ Attitudes Towards History: Does Self-Identity Matter?” Educational Research 51 (3): 365–377. doi:10.1080/00131880903156948.
  • Ang, Lynn. 2014. “Preschool or Prep School? Rethinking the Role of Early Years Education.” Contemporary Issues in Early Childhood 15 (2): 185–199. doi:10.2304/ciec.2014.15.2.185.
  • Barton, Keith C., and Linda S. Levstik. 2004. Teaching History for the Common Good. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Barton, Keith C., and Alan W. McCully. 2010. “‘You Can Form Your Own Point of View’: Internally Persuasive Discourse in Northern Ireland Students’ Encounters with History.” Teachers College Record 112 (1): 142–181.
  • Brett, Peter. 2014. “‘The Sacred Spark of Wonder’: Local Museums, Australian Curriculum History, and Pre-Service Primary Teacher Education: A Tasmanian Case Study.” The Australian Journal of Teacher Education 39 (6): 17–29. doi:10.14221/ajte.2014v39n6.8.
  • Carr, Margaret, Jeanette Clarkin-Phillips, Alison Beer, Rebecca Thomas, and Maiangi Waitai. 2012. “Young Children Developing Meaning-Making Practices in a Museum: The Role of Boundary Objects.” Museum Management and Curatorship 27 (1): 53–66. doi:10.1080/09647775.2012.644696.
  • Clark, Anna. 2009. “Teaching the Nation’s Story: Comparing Public Debates and Classroom Perspectives on History Education in Australia and Canada.” Journal of Curriculum Studies 41 (6): 745–762. doi:10.1080/00220270903139635.
  • Clark, Anna. 2017. “The Place of Anzac in Australian Historical Consciousness.” Australian Historical Studies 48 (1): 19–34. doi:10.1080/1031461X.2016.1250790.
  • Cooper, Hilary. 2015. “How Can We Plan for Progression in Primary School History?” Revista de Estudio Sociales 52: 16–31. doi:10.7440/res52.2015.02.
  • Darbyshire, Philip, Colin MacDougall, and Wendy Schiller. 2005. “Multiple Methods in Qualitative Research with Children: More Insight or Just More?” Qualitative Research 5 (4): 417–436. doi:10.1177/1468794105056921.
  • de Gorgas, Monica Risnicoff. 2001. “Reality as Illusion, the Historic Houses that Become Museums.” Museum International 53 (2): 10–15. doi:10.1111/1468-0033.00307.
  • Dervin, Fred. 2012. “Cultural Identity, Representing and the Other.” In The Routledge Handbook of Language and Intercultural Communication, edited by Jane Jackson, 181–194. Abingdon, Oxon: Taylor & Francis.
  • Dockett, Sue, and Mella Cusack. 2003. “Young Children’s Views of Australia and Australians.” Childhood Education 79 (6): 364–368. doi:10.1080/00094056.2003.10521236.
  • Dockett, Sue, Sarah Main, and Lynda Kelly. 2011. “Consulting Young Children: Experiences from a Museum.” Visitor Studies 14 (1): 13–33. doi:10.1080/10645578.2011.557626.
  • Dunn, Rosemary. 2012. “A Vision of History: Young Children’s Perspectives on a Museum.” In Children and Childhoods 1: Perspectives, Places and Practices, edited by Peter Whiteman, and Katy De Gioia, 151–186. Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Duqutte, Catherine. 2015. “Relating Historical Consciousness to Historical Thinking Through Assessment.” In New Directions in Assessing Historical Thinking, edited by Kadriye Ercikan and Peter Seixas, 51–63. New York: Routledge.
  • Fasoli, Lyn. 2001. “Preschoolers Visit the art Gallery: Complicating the Excursions.” Australian curriculum Studies association Conference, ANU Canberra.
  • Fivush, Robyn, Jennifer G. Bohanek, and Marshall P. Duke. 2008. “The Intergenerational Self: Subjective Perspective and Family History.” In Individual and Collective Self Continuity, edited by Fabio Sani, 131–143. New York, NY: Psychology Press.
  • Grever, Maria, Ben Pelzer, and Terry Haydn. 2011. “High School Students’ Views on History.” Journal of Curriculum Studies 43 (2): 207–229. doi:10.1080/00220272.2010.542832.
  • Groundwater-Smith, S., and L. Kelly. 2003. “Seeing Practice Anew: Improving Learning at the Museum.” Australian association for research in education/New Zealand association for research in education Joint Conference, Auckland, 29th November–3rd December.
  • Hedges, Helen, and Joy Cullen. 2005. “Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices.” Contemporary Issues in Early Childhood 6 (1): 66–79. doi:10.2304/ciec.2005.6.1.10.
  • Hoodless, Patricia A. 2002. “An Investigation Into Children’s Developing Awareness of Time and Chronology in Story.” Journal of Curriculum Studies 34 (2): 173–200. doi:10.1080/00220270110080962.
  • Issa, Ola. 2009. “My Grandma Never Lived in Gooligulch’; Exploring Gender and National Identity in a Critical Literacy Classroom.” Literacy Learning: The Middle Years 17 (3): 18–28.
  • Jackson, A., and H. Leahy. 2005. “‘Seeing it for Real … ?’—Authenticity, Theatre and Learning in Museums.” Research in Drama Education 10 (3): 303–325. doi:10.1080/13569780500275956.
  • Kerwin, Dale Wayne. 2011. “When we Become People with a History.” International Journal of Inclusive Education 15 (2): 249–261. doi:10.1080/13603110902783373.
  • Kölbl, Carlos, and Lisa Konrad. 2015. “Historical Consciousness in Germany: Concept, Implementation, Assessment.” In New Directions in Assessing Historical Thinking, edited by Kadriye Ercikan and Peter Seixas, 17–28. New York: Routledge.
  • Krieg, Susan. 2011. “The Australian Early Years Learning Framework: Learning What?” Contemporary Issues in Early Childhood 12 (1): 46–55. doi:10.2304/ciec.2011.12.1.46.
  • Laville, Christian. 2004. “Historical Consciousness and Historical Education.” In Theorizing Historical Consciousness, edited by Peter Seixas, 163–182. Toronto: Toronto University Press.
  • Leftwich, Mariruth, and Clare Haywood. 2016. “The Littlest Historians: Early Years Programming in History Museums.” Journal of Museum Education 41 (3): 152–164. doi:10.1080/10598650.2016.1198132.
  • Levstik, Linda S. 2011. “Learning History.” In Handbook of Research on Learning and Instruction, edited by Robert E. Mayer and Patricia A. Alexander, 108–126. Abingdon, Oxon: Routledge.
  • Levstik, Linda S., and Keith C. Barton. 1996. “‘They Still use Some of Their Past’: Historical Salience in Elementary Children’s Chronological Thinking.” Journal of Curriculum Studies 28 (5): 531–576. doi:10.1080/0022027980280502.
  • Lorenz, Chris. 2004. “Towards a Theoretical Framework for Comparing Historigraphies: Some Preliminary Considerations.” In Theorizing Historical Consciousness, edited by Peter Seixas, 25–48. Toronto: University of Toronto Press.
  • Lowenthal, David. 2015. The Past is a Foreign Country - Revisited. Cambridge: Cambridge University Press.
  • Lunn, Paul, and Alison Bishop. 2005. “Teaching History Through the use of Story: Working with Early Years Practitioners who do not Have Qualified Teacher Status, in Settings Other Than Schools.” International Journal of Research & Method in Education 28 (1): 55–65. doi:10.1080/01406720500036752.
  • Mulligan, M. J., and A. Brayfield. 2004. “Museums and Childhood: Negotiating Organizational Lessons.” Childhood 11 (3): 275–301. doi:10.1177/0907568204040183.
  • Murphy, Alison, and Janet Laugharne. 2013. “Children’s Perceptions of National Identity in Wales.” Education 3-13 41 (2): 188–201. doi:10.1080/03004279.2011.567196.
  • National Trust. 2018. “Experiment Farm Cottage.” National Trust. Accessed August 18. http://www.nationaltrust.org.au/nsw/ExperimentFarmCottage.
  • NVivo qualitative data analysis software 10. 2012. QSR International Pty Ltd, Doncaster, VIC.
  • Piper, Andrew. 2011. “Australia’s Oldest House: Surgeon John Harris and Experiment Farm Cottage.” Journal of Australian Colonial History 13: 228–230.
  • Piscitelli, Barbara, and David Anderson. 2001. “Young Children’s Perspectives of Museum Settings and Experiences.” Museum Management and Curatorship 19 (3): 269–282. doi:10.1080/9647770100401903.
  • Reitano, Paul, and Satine Winter. 2017. “Negotiating the Teaching of History in Times of Curriculum Reform: the Narrative Accounts of Four Australian Primary Teachers.” Curriculum Journal 28 (3): 403–420. doi:10.1080/09585176.2016.1270218.
  • Rosen, Sue. 2009. Australia’s Oldest House: Surgeon John Harris and Experiment Farm Cottage. Ultimo, NSW: Halstead Press.
  • Rüsen, Jorn. 2004. “Historical Consciousness.” In Theorizing Historical Consciousness, edited by Peter Seixas, 63–85. Toronto: Toronto University Press.
  • Sedikides, C. 2002. “Putting our Selves Together: Integrative Themes and Lingering Questions.” In The Social Self: Cognitive, Interpersonal, and Intergroup Perspectives, edited by J. P. Forgas and K. P. Williams, 365–380. New York, NY: Psychology Press.
  • Seixas, Peter. 1998. “Conceptualizing the Growth of Historical Understanding.” In The Handbook of Education and Human Development, edited by David R. Olson and Nancy Torrance, 733–738. Malden, MA: Blackwell Publishing. Blackwell Reference Online.
  • Seixas, Peter. 2004. “Introduction.” In Theorizing Historical Consciousness, edited by Peter Seixas, 3–24. Toronto: Toronto University Press.
  • Seixas, Peter. 2009. “National History and Beyond.” Journal of Curriculum Studies 41 (6): 719–722. doi:10.1080/00220270903045253.
  • Seixas, Peter. 2017. “Historical Consciousness and Historical Thinking.” In Palgrave Handbook of Research in Historical Culture and Education, edited by Mario Carratero, Stefan Berger, and Maria Grever, 59–72. London: Palgrave Macmillan.
  • Skjæveland, Yngve. 2017. “Learning History in Early Childhood: Teaching Methods and Children’s Understanding.” Contemporary Issues in Early Childhood 18 (1): 8–22. doi:10.1177/1463949117692262.
  • Sumsion, Jennifer, and Sandie Wong. 2011. “Interrogating ‘Belonging’ in Belonging, Being and Becoming: The Early Years Learning Framework for Australia.” Contemporary Issues in Early Childhood 12 (1): 28–45. doi:10.2304/ciec.2011.12.1.28.
  • Taylor, Anthony I. 2000. The Future of the Past: The Final Report of the National Inquiry into School History. Canberra, ACT: Department of Education Training and Youth Affairs.
  • Taylor, Tony, and Sue Collins. 2012. “Behind the Battle Lines of History as Politics: An International and Intergenerational Methodology for Testing the Social Identity Thesis of History Education.” Education Sciences 2 (4): 208–217. doi:10.3390/educsci2040208.
  • Thorp, Robert. 2014. “Towards an Epistemological Theory of Historical Consciousness.” Historical Encounters 1 (1): 20–31.
  • von Heyking, Amy. 2004. “Historical Thinking in the Elementary Years: A Review of Current Research.” Canadian Social Studies 39 (1): 1–13. https://files.eric.ed.gov/fulltext/EJ1073974.pdf.
  • Wertsch, James. 2004. “Specific Narratives and Schematic Narrative Templates.” In Theorizing Historical Consciousness, edited by Peter Seixas, 49–62. Toronto: Toronto University Press.
  • Whiteley, Maree. 2012. “Big Ideas: A Close Look at the Australian History Curriculum from a Primary Teacher’s Perspective.” Agora 47 (1): 41–45.
  • Wineburg, Sam. 2001. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. (Critical Perspectives on the Past), Critical Perspectives on the Past. Philadelphia: Temple University Press.
  • Wright-Maley, Cory, Robin Grenier, and Alan Marcus. 2013. “We Need to Talk: Improving Dialogue Between Social Studies Teachers and Museum Educators.” The Social Studies 104 (5): 207–216. doi:10.1080/00377996.2012.720308.
  • Xanthoudaki, Maria. 1998. “Is It Always Worth the Trip? The Contribution of Museum and Gallery Educational Programmes to Classroom art Education.” Cambridge Journal of Education 28 (2): 181–195.

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.