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.

本研究通过对哥伦比亚教育界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，我们分析了几种传播对过去的不同解释并为历史意识的发展提供帮助的媒体。在和平进程的背景下，哥伦比亚政府一再承认其纪念义务，甚至成立了国家历史记忆中心（Centro Nacional de Memoria Histórica，CNMH）来履行这一义务。该中心在过去几年中发表了 80 多份报告，该领域的学术工作显着增加，但该中心工作的社会影响却很小。拟议的研究解决了机构和学术努力之间的差距。一方面是实际的集体和个人构建的记忆，为了更好地理解导致记忆文化构成的社会动力，该项目的研究人员使用历史意识的概念作为他们的研究对象。作为历史教学的中心学习目标，历史学。意识被用来描述和评估重大政治变革后个人和社会对过去的态度。本次研究的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。社区在这一过程中发挥着关键作用，因为正是在这里，记忆和历史政策得以实际实施，制度化记忆与过去的替代建构相遇并竞争。基于这些理由，本研究调查了制度化和非正式的记忆渠道。历史学习，考虑到两种媒体特别是：历史教科书和电视连续剧虽然教科书主要传播对过去的制度化解释，但电视连续剧也展示了另类的、非霸权的版本，但同时，它们也提供了现有的社会解释模式。为了调查记忆工作与其社会结果之间的关系，我们对来自不同地区和不同社会背景的学生、教师和家庭进行了问卷调查和访谈。我们预期的结果有助于更好地理解记忆工作。潜在的社会动态和渠道形成了哪种记忆。