bordersof

historyconstraints ofhistoricalnarrativesasamatterofeducation

lucas frederik garske | masterclass on multimodal analysis (12/14)

history • n. (pl. -ies)A protocol, that is used to manage

(individual) experiences and turn it into knowledge about the world.

history • n. (pl. -ies)A protocol, that is used to manage

(individual) experiences and turn it into knowledge about the world. Histories are representations that claim to be non-present realities.

history • n. (pl. -ies)A protocol, that is used to manage

(individual) experiences and turn it into knowledge about the world. Histories are representations that claim to be non-present realities.In educational contexts histories become politically relevant.

historical learning(based on Rüsen 1997;

Gautschi/Hodel et al. 2009; Borries/Körber 2009) • technical skills• methodological skills• analytical skills• abstract thinking

better than grand

narratives!

Note: the addressed competences do not contain any historical content!

texts & othersWhat displays history?

(based on Pandel 2006: 18)1.“author´s text”2.foreign text3.visual materials4.Excercises

What displays history?(based on Pandel 2006: 18)1.“author´s text”2.foreign text3.visual materials4.Excercises

doesn´t display: glossary, table of content, layout…

texts & others

“The question of whether X is a mode or not is a question specific to a particular community.”(Kress et al. 2000: 43)

…it seems that in the community of (these specific) historians layout/design is not considered to be a mode (to present history)

establish history design and layout structure as a relevant mode in teaching history

goal

visual history & history design“[T]he differences (...) between the picture and the statement disappear when we contrast not the statement but the text or the story with the picture. And this, in turn, would mean that the visual and optical metaphors which we encounter so often in historical theory show a correct insight into the nature of the historical text after all.”(Ankersmit 1994: 223)

image: whatever appears once you look through a frame

getting lost in images

La Clairvoyance, 1936, René Magritte

image: whatever appears once you look through a frame

getting lost in images

getting lost in images is the idealistic intent of every author

image: whatever appears once you look through a frame

getting lost in images

getting lost in images is the idealistic intent of every authorhowever - from an educational perspective - getting lost is a problem

the only good historyIs a bad one*

* in educational contexts

• visualize narrative structures• show focal points• explore connections • find distinctions

towards a historydesign analysis