History education and alternative narratives through museums
Theoretical foundations and activities design to secondary education
DOI:
https://doi.org/10.24310/re.16.2024.20146Keywords:
History Education, Museums, Heritage Education, Alternative narrativesAbstract
In this paper we explain the theoretical foundations and activities design of a Proof of Concept Project financed by the Spanish State Research Agency. In this proyect teachers from six Spanish universities, managers and educators from ten national and provincial museums have participated collaboratively together with Secondary Education teachers from three regions. We start from the educational changes that museums are experiencing, reinterpreting the narratives of their pieces, and changing both the subjects and the stories. These changes are connected with new trends in history education research that propose teaching history based on historical thinking (analysis and interpretation of sources, and simulation of the historian's craft), with historical consciousness competencies (reflecting on the connections between past and present, alternative narratives, and controversial heritages). Furthermore, we connect the design of the project with the historiographic currents that in the mid-20th century changed the focus of study from the political trajectory of institutions or kings or national heroes, to ordinary people. The result has been 11 learning situations that have revolved around diversity – sexual and gender, functional – and inequality – economic, gender, social minorities – as well as violence, migration or the democratic construction and labor rights in Spain.
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