Empowering Critical Memory Consciousness in Education
The Example of 22 July 2011 in Norway
in Journal of Educational Media, Memory, and SocietySearch for other papers by Alexandre Dessingué in
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Abstract
This article addresses memory studies from an educational perspective. In order to encourage pupils and students as independent agents in memory cultures they are part of, it is not enough to (as history education prescribes) learn history as a narrative about the past based on official sources or via the analyses of different uses of history. Rather, today history should also be considered as one of many different dynamic memory acts that define and redefine the past and the societies we live in. We therefore develop the concept of critical memory consciousness and argue for a memory pedagogy that gives learners the possibility to analyze memories that arise out of collective, cultural, and dialogic processes.
Contributor Notes
Alexandre Dessingué is a professor of literacy studies and history education at the University of Stavanger in Norway. Email alexandre.dessingue@uis.no.
Ketil Knutsen is a professor of history and history education at the University of Stavanger in Norway. Email ketil.knutsen@uis.no.