The Impact of Memory Work within the Colombian Education Community: An Exploration in Historical Consciousness

记忆工作对哥伦比亚教育界的影响：历史意识的探索

• 批准号: 413290414
• 负责人: Professor Dr. Stefan Rinke
• 金额: --
• 依托单位: Lateinamerika-Institut (LAI)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/413290414?language=en
• 关键词: Impact; Memory; Work; within; Colombian

This study investigates the relation between memory work and its social outcome through a diagnosis of historical consciousness within the Colombian education community. To do this, we analyze several media through which different interpretations of the past are transmitted and offers to the development of historical consciousness are made. In the context of the peace process, the Colombian government repeatedly recognized its duty of remembrance, and with the National Center for Historical Memory (Centro Nacional de Memoria Histórica, CNMH) it even created the institution to settle this obligation. Although the center has published more than 80 reports over the last years and there has been a significant increase in academic work in this field, very little social impact of the center’s work can be seen. The proposed study addresses this gap between institutional and academic efforts on one side and the actual collective and individually constructed memories on the other side, in order to better understand the social dynamics that lead to the constitution of a memory culture. To do this, the investigators of this project use the concept of historical consciousness as their central research category. As a central learning goal of history teaching, historical consciousness has been used to describe and evaluate individual and social attitudes towards the past after significant political changes.The proposed study focusses on a group that occupies a strategic place within the negotiations of the past: the school and its related community. School and its education community play a key role in this process, because it is here where policies of memory and history are practically implemented and where institutionalized memories meet and compete with alternative constructions of the past. On these grounds, this study investigates institutionalized as well as informal channels of history learning, taking into account two media in particular: history schoolbooks and television series. While schoolbooks transmit mostly institutionalized interpretations of the past, television series also show alternative, non-hegemonic versions. Both media rely on existing social interpretative patterns, but at the same time, they make an offer for the development of these interpretations.In order to investigate the relation between memory work and its social outcome, we apply questionnaires and conduct interviews with students, teachers and families coming from different regions and from different social contexts. Our expected findings contribute towards a better understanding of the underlying social dynamics and channels through which memory is formed.

这项研究通过对哥伦比亚教育社区内的历史意识的诊断来调查记忆工作与其社会结果之间的关系。为此，我们分析了几种媒体，通过这些媒体传播了对过去的不同解释，并提供了历史意识的发展。在和平进程的背景下，哥伦比亚政府反复认识到其记忆的义务，并且在国家历史记忆中心（Centro Nacional de Memoria Histomiririca，CNMH）中，它甚至创造了解决这一目标的机构。尽管该中心在过去几年中发表了80多种报告，并且该领域的学术工作大幅增加，但该中心工作的社会影响很小。拟议的研究探讨了一方面的机构和学术努力之间的这一差距，以及在另一侧的实际集体和单独建造的记忆，以便更好地了解导致记忆文化构成的社会动态。为此，该项目的研究人员将历史意识的概念作为其中央研究类别。作为历史教学的中心学习目标，历史意识已被用来描述和评估个人和社会参与者对过去的重大变化。拟议的研究重点是在过去的谈判中占据战略地位的群体：学校及其相关社区。学校及其教育社区在这一过程中起着关键作用，因为在这里，实际实施了记忆和历史政策，以及制度化的记忆与过去的替代结构相遇并竞争。以这些理由，这项研究尤其考虑了两个媒体：历史学科和电视连续剧，研究了历史学习的制度化和非正式渠道。虽然学科主要传播了过去的制度化解释，但电视连续剧也显示了替代性的非霸权版本。两种媒体都依靠现有的社会解释模式，但与此同时，他们为这些解释的发展提供了要约。为了调查记忆工作与其社会成果之间的关系，我们采用问卷调查并与来自不同地区和来自不同社会背景的学生，老师和家庭进行访谈。我们的预期发现有助于更好地理解形成记忆的潜在社会动态和渠道。