Misremembering as Mediated Action
Schematic Narrative Templates and Elementary Students' Narration of the Past
Bibliographic Data
| ID | 11070542 |
|---|---|
| Authors | John S Wills (University of California, corresponding author) |
| Year | 2011 |
| Volume | 39 |
| Issue | 1 |
| Pages | 115-144 |
| Publication date | 2011-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2011.10473449 |
| OpenAlex | W2060187149 |
| Language | EN |
| Citations received | 9 |
| References cited | 30 |
The purpose of this article is to explore three fifth grade students' misremembering of the beginnings of American history as a form of mediated action, active agents using cultural tools provided by a sociocultural setting to represent and interpret the past (Wertsch, 2000). Data come from a 10-month qualitative case study of history instruction in one fourth grade and two fifth grade classrooms, and include student interviews, videotaped observations of lessons, and curricular materials and student work. Drawing on Wertsch's (2002, 2004) distinction between specific narratives and schematic narrative templates, the author argues that three fifth grade students' mistaken narration of the beginnings of American history was informed by their use of a schematic narrative template that was present in the enacted curriculum. The author concludes the article with a discussion of the implications of the presence of this cultural tool and its use by students for the teaching of history and students' development of a usable historical past
Action (physics · Action research · Art · Curriculum · Literature · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Qualitative research · Schematic · Social science · Social studies · Sociocultural evolution · Sociology · Anthropology · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology
Las narrativas nacionales en la enseñanza y el aprendizaje de la historia
Diverse transnational backgrounds, same master narrative? Constructions of a national past among middle-school students
Learning Religion
Between identification and empathy to elaborate the difficult past
Connecting the Past to the Present in the Middle-Level Classroom
Because the United States is a great melting pot”
Erasing Differences for the Sake of Inclusion
Daniel was racist”
He wants to get rid of all the Muslims”
Voices of Collective Remembering
The Educated Mind
“It Wasn't a Good Part of History”
Narratives of Nation-State, Historical Knowledge, and School History Education
Mind as Action
Who Needs Multicultural Education? White Students, U.S. History, and the Construction of a Usable Past
Theorizing Historical Consciousness
Teaching History for the Common Good
Historical Thinking and other Unnatural Acts
Popular Culture, Curriculum, and Historical Representation
Multivoicedness in Historical Representation
Some people even died’
Historical Understanding among Adolescents in a Multicultural Setting
Deconstructing Differences in African-American and European-American Adolescents’ Perspectives on U.S. History
Fundamentally 9/11
Layers of Historical Understanding
Missing in Interaction
American Educational Research Journal, 1964-1968
Back When God Was Around and Everything”
Common Belief and the Cultural Curriculum
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past
Adolescents' Perspectives on Racial Diversity in U.S. History
The Assessment and Characterization of Young Learners’ Knowledge of a Topic in History
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2014 - 2023 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |