Robbert-Jan Adriaansen
Biographic Data
| ID | 3090904 |
|---|---|
| NAME | Robbert-Jan Adriaansen |
| GIVEN NAMES | Robbert-Jan |
| FAMILY NAME | Adriaansen |
| SIGNATURE | ADRIAANSEN R |
| AFFILIATIONS | Erasmus University Rotterdam |
| ORCID | 0000-0002-3611-6502 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Immersed in the past: What historical re-enactment reveals about rules and boundaries
Latent and explicit mnemonic communities on social media: Studying digital memory formation through hashtag co-occurrence analysis
This article explores the nature and dynamics of mnemonic communities within the context of social media platforms and proposes to identify mnemonic communities using hashtag co-occurrence analysis. The article distinguishes between ‘explicit’ and ‘latent’ mnemonic communities, arguing that while some digital mnemonic communities may exhibit characteristics of offline communities, others exist latently as discursive spaces or semiospheres without…
From Concept to Classroom. Historical Consciousness and History Education
Historical consciousness is a key concept in history education and history didactics. By tracing the history of the integration of historical consciousness in Dutch history education, this article highlights the complexities and negotiations involved in operationalizing the concept within curriculum frameworks. Additionally, the article discusses the limitations of current implementations and advocates for a "meta-historical consciousness", a hig…
Paradoxical legacies and unattainable futures: South Africa’s national self-narrative and the haunting of gender-based violence in the post-transitional era
This article examines how, over the past two decades, South Africa’s post-apartheid narrative shaped the public’s perception of gender-based violence (GBV) by focusing on three significant events: the Jacob Zuma rape trial, the murder of Anene Booysen, andthe murder of Uyinene Mrwetyana. It is argued that South Africa’s post-apartheid narrative, which was grounded in the hopeful discourses generated during the transition, played a significant rol…
Dark Academia: Curating Affective History in a Covid-Era Internet Aesthetic
Dark academia is an ‘internet aesthetic,’ an aesthetic style used in posts on platforms such as TikTok, Instagram, and Tumblr that resonates the atmosphere of life in boarding schools, prep schools, and (Ivy League) colleges from the last decades of the nineteenth century up until the 1940s. It expresses a fascination with (neo-)gothic architecture; with tweed, lace, wool, and leather; with literature and art, and Romantic longing. Having been a …
Discussiedossier: Uitdagingen voor de hedendaagse historische cultuur
Challenges for contemporary historical culture. An introduction The concept of historical culture refers to the ways in which society deals with the past in the broadest sense. The concept enables an integrated study of the different, and sometimes conflicting practices that give meaning to the past. The aim of this thematic section is twofold: it aims to reflect on the value of the concept historical culture for analyzing contemporary society, a…
Social Media and Multimodal Historical Representation: Depicting Auschwitz on Instagram
As people increasingly spend more time online, social media have become one of the most important means of communication in contemporary society. Social media have transformed the ways people communicate, have created communities beyond traditional social networks, and have posed new challenges about the limits of understanding and the spread of disinformation. Social media have also become important platforms for communicating about the past. He…
Picturing Auschwitz. Multimodality and the attribution of historical significance on Instagram ( Imaginando Auschwitz. La multimodalidad y la atribución de significado histórico en Instagram )
As social media have become a prime means of communication among students, so too are they increasingly used to give meaning to the past. But while history education scholars tend to conceptualize historical meaning-making as acts of narrative emplotment, social media are multimodal by nature, and some platforms — like Instagram — prioritize images over written text. This article focuses on the question of how Instagram users attribute historical…
Martin Kalb. Coming of Age: Constructing and Controlling Youth in Munich, 1942–1973
Munich has a lot to offer to historians interested in twentieth-century youth culture. It was Munich where the renowned magazine Jugend was published from 1896 to 1940—a magazine that not only lent its name to the Jugendstil in art and architecture, but greatly contributed to what is called the “myth of youth” in German historiography: “youth” as a concept and age category onto which society projects its hopes, fears, and expectations. In Munich,…
Latent and explicit mnemonic communities on social media: Studying digital memory formation through hashtag co-occurrence analysis
This article explores the nature and dynamics of mnemonic communities within the context of social media platforms and proposes to identify mnemonic communities using hashtag co-occurrence analysis. The article distinguishes between ‘explicit’ and ‘latent’ mnemonic communities, arguing that while some digital mnemonic communities may exhibit characteristics of offline communities, others exist latently as discursive spaces or semiospheres without…
Martin Kalb. Coming of Age: Constructing and Controlling Youth in Munich, 1942–1973
Munich has a lot to offer to historians interested in twentieth-century youth culture. It was Munich where the renowned magazine Jugend was published from 1896 to 1940—a magazine that not only lent its name to the Jugendstil in art and architecture, but greatly contributed to what is called the “myth of youth” in German historiography: “youth” as a concept and age category onto which society projects its hopes, fears, and expectations. In Munich,…
Picturing Auschwitz. Multimodality and the attribution of historical significance on Instagram ( Imaginando Auschwitz. La multimodalidad y la atribución de significado histórico en Instagram )
As social media have become a prime means of communication among students, so too are they increasingly used to give meaning to the past. But while history education scholars tend to conceptualize historical meaning-making as acts of narrative emplotment, social media are multimodal by nature, and some platforms — like Instagram — prioritize images over written text. This article focuses on the question of how Instagram users attribute historical…
Discussiedossier: Uitdagingen voor de hedendaagse historische cultuur
Challenges for contemporary historical culture. An introduction The concept of historical culture refers to the ways in which society deals with the past in the broadest sense. The concept enables an integrated study of the different, and sometimes conflicting practices that give meaning to the past. The aim of this thematic section is twofold: it aims to reflect on the value of the concept historical culture for analyzing contemporary society, a…
Social Media and Multimodal Historical Representation: Depicting Auschwitz on Instagram
As people increasingly spend more time online, social media have become one of the most important means of communication in contemporary society. Social media have transformed the ways people communicate, have created communities beyond traditional social networks, and have posed new challenges about the limits of understanding and the spread of disinformation. Social media have also become important platforms for communicating about the past. He…
Dark Academia: Curating Affective History in a Covid-Era Internet Aesthetic
Dark academia is an ‘internet aesthetic,’ an aesthetic style used in posts on platforms such as TikTok, Instagram, and Tumblr that resonates the atmosphere of life in boarding schools, prep schools, and (Ivy League) colleges from the last decades of the nineteenth century up until the 1940s. It expresses a fascination with (neo-)gothic architecture; with tweed, lace, wool, and leather; with literature and art, and Romantic longing. Having been a …
Paradoxical legacies and unattainable futures: South Africa’s national self-narrative and the haunting of gender-based violence in the post-transitional era
This article examines how, over the past two decades, South Africa’s post-apartheid narrative shaped the public’s perception of gender-based violence (GBV) by focusing on three significant events: the Jacob Zuma rape trial, the murder of Anene Booysen, andthe murder of Uyinene Mrwetyana. It is argued that South Africa’s post-apartheid narrative, which was grounded in the hopeful discourses generated during the transition, played a significant rol…
Immersed in the past: What historical re-enactment reveals about rules and boundaries
Latent and explicit mnemonic communities on social media: Studying digital memory formation through hashtag co-occurrence analysis
This article explores the nature and dynamics of mnemonic communities within the context of social media platforms and proposes to identify mnemonic communities using hashtag co-occurrence analysis. The article distinguishes between ‘explicit’ and ‘latent’ mnemonic communities, arguing that while some digital mnemonic communities may exhibit characteristics of offline communities, others exist latently as discursive spaces or semiospheres without…
From Concept to Classroom. Historical Consciousness and History Education
Historical consciousness is a key concept in history education and history didactics. By tracing the history of the integration of historical consciousness in Dutch history education, this article highlights the complexities and negotiations involved in operationalizing the concept within curriculum frameworks. Additionally, the article discusses the limitations of current implementations and advocates for a "meta-historical consciousness", a hig…
Sociology (7 works) · History (5 works) · Epistemology (4 works) · Philosophy (4 works) · Political science (4 works) · Art (3 works) · Computer Science (3 works) · Educator Training and Historical Pedagogy (3 works) · Gender Studies (3 works) · Literature (3 works)