Stolare, M.;
Ludvigsson, D.;
Trenter, C.;
(2021)
The educational power of heritage sites.
History Education Research Journal
, 18
(2)
pp. 264-279.
10.14324/HERJ.18.2.08.
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Abstract
The aim of this article is to problematise the use of visits to heritage sites in history education in primary school. The empirical basis is a questionnaire and interviews with teachers in Sweden. Theoretically, the perspective is linked to the discussion of affective practices. The results show the connection that some, but not all, teachers recognise between different forms of historical knowledge. According to these teachers, visits to heritage sites activate the sensory experiences of the pupils, which has a positive impact on the pupils’ learning. Two ideal approaches can be discerned when it comes to the use of visits to heritage sites in history education. Such visits form either a teacher-driven, integral part of the education, or the teacher assigns the display of the site to local guides. The two approaches can be related to the history subject that appears in education, although this is ultimately determined by the educational setting.
| Type: | Article |
|---|---|
| Title: | The educational power of heritage sites |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.18.2.08 |
| Publisher version: | https://doi.org/10.14324/HERJ.18.2.08 |
| Language: | English |
| Additional information: | © 2021 Stolare, Ludvigsson and Trenter. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited. |
| Keywords: | primary school, teachers, history education, heritage sites, affective practices |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10138059 |
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