Collective Memory and Historical Narratives: The African American Civil Rights Movement

Autor/inn/en	Hughes, Richard; Brown, Sarah Drake
Titel	Collective Memory and Historical Narratives: The African American Civil Rights Movement
Quelle	In: History Education Research Journal, 18 (2021) 2, S.166-182 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hughes, Richard) ORCID (Brown, Sarah Drake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2631-9713
Schlagwörter	Museums; History; Undergraduate Students; Civil Rights; United States History; Primary Sources; Race; Justice; Historians; Historical Interpretation; Misconceptions; Teaching Methods; Learning Processes; Case Studies; Assignments + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Geschichte; Geschichtsdarstellung; Bürgerrechte; Grundrechte; Zivilrecht; Primärquelle; Rasse; Abstammung; Gerechtigkeit; Historian; Historiker; Historische Interpretation; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Assignment; Auftrag; Zuweisung
Abstract	This study explores how undergraduates, as historical thinkers, learn to interact with history and construct their understanding of the past, and examines the role that primary and secondary sources play in narrative construction and revision. Using the African American civil rights movement as a content focus, participants used images to create initial narratives that reflected their understanding of the movement. Half the participants then read an essay on the movement written by a prominent historian, and the other half examined 18 primary sources that reflected the historian's interpretation of the movement. Participants then each created a second narrative, again selecting images to depict their understanding of the movement. The results of the study suggest that even as students work with primary sources, they need an effective narrative framework based on recent scholarship to forge powerful counter-narratives that transcend outdated interpretations and historical myths. In terms of teaching and learning about the lengthy struggle for racial justice in the United States, simply encouraging teachers and students to 'do history' and conduct their own online research is unlikely to change persistent narrative structures that continue to enable and excuse systemic racism. (As Provided).
Anmerkungen	UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01