Abstract
This chapter revisits the interview data collected for the transnational study of criticality in the History learning environment in Sweden, Russia and Australia (Ivanov, A transnational study of criticality in the history learning environment. Umeå: Umeå University, 2016) and examines the historical bodies and spaces (Scollon and Scollon, Nexus analysis: Discourse and the emerging Internet. London & New York: Routledge, 2004; Blommaert and Huang, Historical bodies and historical space. Journal of Applied Linguistics, 6(3), 267–282, 2009) as evidenced in discourses in place (Scollon and Scollon, Nexus analysis: Discourse and the emerging Internet. London & New York: Routledge, 2004). To achieve this, the data are re-analysed by the tools of mediated discourse analysis (Scollon, Mediated discourse: The nexus of practice. London & New York: Routledge, 2001; Scollon and Scollon, Nexus analysis: Discourse and the emerging Internet. London & New York: Routledge, 2004). The collected interview data contain a number of reported practices of criticality in the upper secondary History classrooms that reveal how these practices “fit into the fabric of people’s experience and the cultures in which they live” (Jones, Mediated discourse analysis. In S. Norris & C. D. Maier (Eds.), Interactions, images and texts: A reader in multimodality (pp. 39–51). Boston: De Gruyter, 2014, p. 42). Given that criticality is a crucial educational goal in the selected national contexts, understanding what historical bodies teachers and students are bringing to the classroom might equip the policymakers with an adequate basis for conscious revisions of curriculum.
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Notes
- 1.
- 2.
This is reflected in the educational policy documents for upper-secondary school, see, for example, Ivanov (2016, pp. 43–60).
- 3.
The authorship of Marxism and the philosophy of language, among other publications of the Bakhtin circle, is questioned, and some researchers ascribe the work to Bakhtin, while other maintain Vološinov’s authorship (see Zenkin, 2013 for an insightful analysis of the debate).
- 4.
The original interview data contained also reported criticality practices in other contexts, which were excluded from the present study (cf. Ivanov, 2016).
- 5.
The numbering of students is only valid within one extract and does not suggest that, for example, student 1 in two different extracts is the same person.
- 6.
In the sense of preserving from change and acting to maintain the status quo.
- 7.
John Batman was an Australian settler who emigrated to Van Diemen’s Land in 1821 and became a grazier (Brown, 1966).
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Ivanov, S. (2020). Historical Bodies and Spaces in Criticality Practices: Revisiting Interview Data from Upper Secondary History Classrooms in Sweden, Russia and Australia. In: Simpson, A., Dervin, F. (eds) The Meaning of Criticality in Education Research. Palgrave Studies in Education Research Methods. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-56009-6_7
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