Suchergebnisse

Silences beyond remembering and forgetting -- Colonial and postcolonial silences: listening to Kartini in the Netherlands / Paul Bijl, University of Amsterdam -- Making museum objects: a silent performance of connection and loss in Solomon Islands / Elisabeth Bonshek, University of Canberra -- History, silence and the detective in Aleksandr Terekhov's Russian novel Kamennyi Most / Julie Hansen, Uppsala University -- Nostalgic histories of war: refugees in Austria-Hungary, 1914-2014 / Julie Thorpe, University of Western Sidney -- The performativity of silence -- The many sounds of Heidegger's silence / Siobhan Kattago, Tallinn University -- Silence, remembering and forgetting in Wittgenstein, Cage, and Derrida / Steffi Hobuss, Leuphana University of Luneburg -- Cold war era silence: the movement of the graves of Russian prisoners of war in northern Norway -- Steinar Aas, University of Bodø -- Strategic silence: political persuasion between the remembered and the forgotten / Ketil Knutsen, University of Stavanger -- Silence as an aesthetic phenomenon -- Between memory and silence, between trauma and nostalgia, between family and nation: remembering the First World War / Silke Arnold-de Simine, Birkbeck, University of London -- Allegorical silence: the plague as a critical literacy act / Alexandre Dessingué, University of Stavanger -- Negotiating memories and silences: museum narratives of transatlantic slavery in England / Leanne Philpot, Cambridge University -- Shell shock, Gallipoli and the generation of silence / Jay Winter, Yale University -- Silence and social life: concluding remarks / Astrid Erll, Frankfurt University

This article addresses memory studies from an educational perspective. In order to encourage pupils and students as independent agents in memory cultures they are part of, it is not enough to (as history education prescribes) learn history as a narrative about the past based on official sources or via the analyses of different uses of history. Rather, today history should also be considered as one of many different dynamic memory acts that define and redefine the past and the societies we live in. We therefore develop the concept of critical memory consciousness and argue for a memory pedagogy that gives learners the possibility to analyze memories that arise out of collective, cultural, and dialogic processes.