Re-Framing the Past: Framing as a Stance in the Writing of History

Autor/in	Kantawala, Ami
Titel	Re-Framing the Past: Framing as a Stance in the Writing of History
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 61 (2020) 3, S.254-266 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2020.1778438
Schlagwörter	History; Imagination; Context Effect; Literature; Art Education; Foreign Countries; Educational History; Educational Practices; Land Settlement; Cultural Influences; African Americans; Females; Art Teachers; India; United States + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Literatur; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; History of education; Bildungsgeschichte; Bildungspraxis; Siedlungsraum; Cultural influence; Kultureinfluss; Afroamerikaner; Weibliches Geschlecht; Art teacher; Kunsterzieher; Kunsterzieherin; Indien; USA
Abstract	This article brings the work of cultural theorist Mieke Bal and historian Hayden White into a conversation, inviting the reader to consider framing, re-framing, and un-framing as historiographical dispositions. The concept of framing was used as a substitute for context in cultural analysis. The article argues that the concept of framing could be adopted as a stance or could become one's critical disposition in history writing, often coexisting, overlapping, and inseparable from context and contextualization. Time and chronology aren't necessarily the only organizing principles in history. This is where context and contextualization come together in history writing and are inherently present within framing. History is never really free from context, but the concept of framing presents an opportunity to identify and enact the frames, putting the frames themselves to work. In framing differently, other contexts might emerge. The delicate balance between framing and context will continue to remain entangled in history writing, disrupting the way history tends to be written, and thus presenting an opportunity to really get beneath it, opening our own door to imagination. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01