“I like to take everything and put it in my own words”: Historical Consciousness, Historical Thinking, and Learning with Community History Museums

Authors

  • Cynthia Dawn Wallace-Casey University of New Brunswick

Abstract

This article presents ndings from a recent case study involving seventh-grade students (n = 25) and a group of community history museum adult volunteers (n = 5). Over 14 weeks, participants engaged in a series of scaffolding activities designed around a Material History Framework for Historical Thinking. The purpose of the inquiry was to explore pragmatic applications for historical thinking within a community history museum. Data collection included pre- and post-Canadians and Their Pasts surveys, written assignments, photovoice photography, in-depth interviews, and a nal class- room museum project. Conclusions are discussed within the context of Rüsen’s (1987, 1993, 2004) typology of historical consciousness. This article presents a “call to action” for community history museums in Canada. It points to ways in which students can be empowered to become active members of a museum’s community of inquiry.

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Published

2017-03-10

How to Cite

Wallace-Casey, C. D. (2017). “I like to take everything and put it in my own words”: Historical Consciousness, Historical Thinking, and Learning with Community History Museums. Canadian Journal of Education/Revue Canadienne De l’éducation, 40(1), 1–28. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/2254

Issue

Section

Special Capsule on Historical Consciousness