Suchergebnisse

Resumen: Durante casi dos décadas, la enseñanza de la historia en Australia ha experimentado una pugna en torno a la memoria colectiva del pasado colonial, y la preocupación de su impacto en la identidad nacional de los estudiantes. Desde la llegada de las luchas entre historia / cultura y su desbordamiento en la materia de Historia y de Estudios Sociales (Sociedad y Medio) los currículos, los historiadores conservadores, políticos y comentaristas de los medios han estado luchando para ver el fin del "brazalete negro" de la historia -o lo que perciben como una visión excesivamente triste de nuestra historia colectiva- y su sustitución por lo que argumentan es una más "equilibrada" visión positiva del pasado nacional. El nuevo plan de estudios de historia de Australia, que ha tratado de ir más allá del llamado "brazalete negro" y las historias "con los ojos vendados de blanco", ha sido criticado por su supuesta falta de atención a una de las mitologías fundadores de la nación, la batalla de Gallipoli. Para colaborar con este debate, vamos a recurrir a un marco presentado por primera vez por Friedrich Nietzsche para pensar acerca de los usos y abusos del discurso histórico.Abstract For almost two decades, History education in Australia has been a site of struggle over collective memory of the colonial past, and an object of concern for how this impacts students' sense of national identity. Since the advent of the history/culture wars and their spill over into History and Social Studies (Society and Environment) curricula, conservative historians, politicians, and media commentators have been fighting to see an end to 'black armband' history – or what they see as an excessively mournful view of our collective history – and its replacement with what they argue is a more 'balanced', but usually celebratory, vision of the national past. The new Australian History curriculum, which has sought to get beyond so-called 'black armband' and 'white blindfold' histories, has recently come under fire for its perceived lack of ...

In the preceding decades, rapid technological advancements and increasing democratisation of historical records have been coupled with scientific data from DNA testing, which has revolutionised the family history industry. Going beyond the traditional archives and databases, DNA profiles present nuanced confirmations, puzzles, and contradictions generated through this biological lens. Family history researchers seek iterative engagements with their familial pasts and, in the process, amplify their contemporary identities. This specialised group of historians illuminates their families' travels through the broader historical landscape, constructing micro-narratives using a broad range of investigative modalities. This article reports on the findings of a large international study (n = 1016) that investigated family history researchers' motivations for undertaking DNA testing, their experiences, and its impact on their perceptions of individual, national, and global identities using Berzonsky's socio-cultural model of identity construction (2003, 2011) as an analytic frame. Using a survey methodology, it was concluded that DNA testing can expand and disrupt long-held notions of identity and has the power to shift perceptions and understandings of the self while simultaneously providing a new era of opportunity to reconceptualise national and international affiliations. It suggests further investigative avenues to assess the potential of DNA testing, which may promote social cohesion, inclusiveness, and global citizenship.