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When History and Museum Collaborate : The Mobilization of Students' Historical Consciousness Through a Virtual Museum Program About Indigenous History In Canada /

Record Type:	Electronic resources : Monograph/item
Title/Author:	When History and Museum Collaborate : The Mobilization of Students' Historical Consciousness Through a Virtual Museum Program About Indigenous History In Canada // Emmy Cote.
Author:	Cote, Emmy,
Description:	1 electronic resource (366 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
Subject:	History education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31527085
ISBN:	9798342115025

When History and Museum Collaborate : The Mobilization of Students' Historical Consciousness Through a Virtual Museum Program About Indigenous History In Canada /
Cote, Emmy,

When History and Museum Collaborate : The Mobilization of Students' Historical Consciousness Through a Virtual Museum Program About Indigenous History In Canada /Emmy Cote. - 1 electronic resource (366 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

This thesis examined the pedagogical value of a museum-based program designed to mobilize the historical consciousness of students enrolled in an Indigenous history course at university. A key concept in history education research, historical consciousness is understood as the ability of individuals to use the past to orient themselves in time, and it can be developed in the context of formal education (Rusen, 2004). More specifically, the study was guided by Grever and Adriaansen's (2019) proposal for the operationalization of the "effected" historical consciousness (Gadamer, 1963) in education. According to these researchers, the "effected" dimension of historical consciousness requires, among other things, the development of two competencies: reflection on the nature of disciplinary knowledge and the adoption of diverse perspectives in examining the past. This conception of historical consciousness was used because it refrains from imposing Western disciplinary conventions on the historical study of non-Western societies (such as Indigenous ones).The museum's pedagogical approach was favoured to stimulate the two skills of "efficiency" historical awareness in students. Certain features of museum education, relating to heritage, materiality and sociability (Smith, 2006; Dufresne-Tasse, 1996; Jacobi, 2012), suggested that it was a fertile experimentation ground for the mobilization of students' historical consciousness. The research was articulated around two phases: 1) the collaborative design of a virtual and critical museum program in an equal partnership between the parties; 2) its implementation in the university classroom. Given the coronavirus pandemic at the time of the research, the field research was carried out exclusively remotely, using the Zoom platform. The research involved a group of 10 undergraduate students enrolled in a history course at the Universite du Quebec a Montreal (UQAM), in the presence of their lecturer and teaching assistant, as well as the McCord Stewart Museum's education department. Students were invited to discover the permanent exhibition "Wearing One's Identity. The First Peoples Collection" while the McCord Stewart Museum's process of indigenization was highlighted.The analysis was guided by Grever and Adriaansen's (2019) proposal on the operationalization of "effected" historical consciousness to better match Indigenous perspectives and methodologies in history and education. This research represents an important contribution to higher history education, particularly through its combination with museum education and the decolonization of historical knowledge and practice in the 21st century. Participation in the museum program brought out multidimensional learning (knowledge, know-how and interpersonal skills) in both students and institutional collaborators.

English

ISBN: 9798342115025Subjects--Topical Terms:

3559993
History education.

When History and Museum Collaborate : The Mobilization of Students' Historical Consciousness Through a Virtual Museum Program About Indigenous History In Canada /
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520 $a This thesis examined the pedagogical value of a museum-based program designed to mobilize the historical consciousness of students enrolled in an Indigenous history course at university. A key concept in history education research, historical consciousness is understood as the ability of individuals to use the past to orient themselves in time, and it can be developed in the context of formal education (Rusen, 2004). More specifically, the study was guided by Grever and Adriaansen's (2019) proposal for the operationalization of the "effected" historical consciousness (Gadamer, 1963) in education. According to these researchers, the "effected" dimension of historical consciousness requires, among other things, the development of two competencies: reflection on the nature of disciplinary knowledge and the adoption of diverse perspectives in examining the past. This conception of historical consciousness was used because it refrains from imposing Western disciplinary conventions on the historical study of non-Western societies (such as Indigenous ones).The museum's pedagogical approach was favoured to stimulate the two skills of "efficiency" historical awareness in students. Certain features of museum education, relating to heritage, materiality and sociability (Smith, 2006; Dufresne-Tasse, 1996; Jacobi, 2012), suggested that it was a fertile experimentation ground for the mobilization of students' historical consciousness. The research was articulated around two phases: 1) the collaborative design of a virtual and critical museum program in an equal partnership between the parties; 2) its implementation in the university classroom. Given the coronavirus pandemic at the time of the research, the field research was carried out exclusively remotely, using the Zoom platform. The research involved a group of 10 undergraduate students enrolled in a history course at the Universite du Quebec a Montreal (UQAM), in the presence of their lecturer and teaching assistant, as well as the McCord Stewart Museum's education department. Students were invited to discover the permanent exhibition "Wearing One's Identity. The First Peoples Collection" while the McCord Stewart Museum's process of indigenization was highlighted.The analysis was guided by Grever and Adriaansen's (2019) proposal on the operationalization of "effected" historical consciousness to better match Indigenous perspectives and methodologies in history and education. This research represents an important contribution to higher history education, particularly through its combination with museum education and the decolonization of historical knowledge and practice in the 21st century. Participation in the museum program brought out multidimensional learning (knowledge, know-how and interpersonal skills) in both students and institutional collaborators.
520 $a La these a examine la valeur pedagogique d'un programme museal visant a mobiliser la conscience historique d'etudiant.e.s inscrit.e.s dans un cours en histoire des Autochtones a l'universite. Concept-cle dans la recherche menee en enseignement de l'histoire, la conscience historique est comprise comme la faculte des individus a recourir au passe pour s'orienter dans le present et le futur et peut etre developpee dans le contexte de l'enseignement formel (Rusen, 2004). Plus specifiquement, l'etude a ete guidee par la proposition de Grever et Adriaansen (2019) portant sur l'operationnalisation de la conscience historique « de l'efficience » (Gadamer, 1963) en education. Selon ces chercheurs, une comprehension « de l'efficience » de l'histoire necessite notamment de developper deux competences chez les etudiant.e.s : la reflexion sur la nature des savoirs disciplinaires et l'adoption de diverses perspectives dans l'examen du passe. Cette proposition a ete retenue parce qu'elle s'abstient d'imposer les conventions occidentales disciplinaires dans l'etude historique des societes non-occidentales (comme celles autochtones).L'approche pedagogique du musee a ete privilegiee pour stimuler les deux competences de la conscience historique de « l'efficience » chez les etudiants. Certaines caracteristiques relatives au patrimoine, a la materialite des objets et a la sociabilite au musee (Smith, 2006, Dufresne-Tasse, 1996); Jacobi, 2012), suggeraient, en effet, qu'il s'agissait d'un terrain d'experimentation fertile. L'etude de cas qualitative et instrumentale a ete articulee en deux phases : 1) la conception d'un programme museal en trois moments (Allard et Boucher, 1985) dans le cadre d'un partenariat interinstitutionnel; 2) la mise en oeuvre du programme museal dans la salle de classe universitaire. Cette recherche a implique un groupe de 10 etudiant.e.s de premier cycle inscrit.e.s dans un cours d'histoire a l'Universite du Quebec a Montreal (UQAM), en presence de leur chargee de cours et de leur assistant d'enseignement, ainsi que des professionnels en education du Musee McCord Stewart.Compte tenu de la pandemie de coronavirus qui sevissait au moment de l'etude, la recherche sur le terrain s'est deroulee exclusivement a distance par l'intermediaire de la plateforme Zoom. Les etudiant.e.s ont ete invite.e.s a explorer l'exposition permanente « Porter son identite. La collection des Premiers Peuples » par le biais d'une video preenregistree et d'un commentaire d'une museologue en direct. Les perspectives autochtones et le processus d'autochtonisation du Musee McCord Stewart ont oriente les activites collaboratives offertes aux etudiant.e.s.Cette etude constitue une contribution importante en enseignement superieur de l'histoire, ce pan de la recherche en didactique demeurant quasi inexistant. La recherche fournit des pistes interessantes quant a l'utilisation du musee en enseignement superieur, l'elaboration de programmes educatifs destines aux clienteles universitaires, la decolonisation de l'enseignement de l'histoire et l'enseignement a distance. La participation au programme museal a fait ressortir des apprentissages multidimensionnels (savoirs, savoir-faire et savoir-etre) tant pour les etudiant.e.s que les collaborateurs du musee et de l'universite.
546 $a English
590 $a School code: 0781
650 4 $a History education. $3 3559993
650 4 $a Concept mapping. $3 1005822
650 4 $a Canadian studies. $3 2122858
650 4 $a Social studies education. $3 3422293
650 4 $a History. $3 516518
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710 2 $a McGill University (Canada). $e degree granting institution. $3 3759190
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