Mostra i principali dati dell'item

dc.contributor.advisorLudvigsson, David
dc.contributor.advisorStolare, Martin
dc.contributor.authorTrenter, Cecilia
dc.date.accessioned2024-09-19T10:25:22Z
dc.date.available2024-09-19T10:25:22Z
dc.date.issued2021
dc.identifier.citationCecilia Trenter, et al, Collective Immersion by Affections: How Children Relate to Heritage Sites, «Public History Review», 28 (2021), pp.1–13.it_IT
dc.identifier.issn1833-4989it_IT
dc.identifier.urihttps://doi.org/10.5130/phrj.v28i0.7414it_IT
dc.identifier.urihttp://elea.unisa.it/xmlui/handle/10556/7348
dc.description.abstractThis article explores, through group-interviews and in terms of peer-culture, the ways in which pupils negotiate experiences from school-excursions to three heritage sites, Vadstena Castle, a former Royal Castle connected to the royal dynasty of Vasa; Witches’ forest, the place for interrogation by torture and executions of nine women, accused of witchcraft in 1617, and Linköping Cathedral Ages at the visitor programs 'Middle Ages in the Cathedral'. The article, which is part of a larger project on learning processes and historical sites, investigates how pupils collectively load the heritage site with values reflected in immersion by affections, and what significance immersion of affections can have on the pupils’ process of stock of knowledge. The following research questions are asked: What kind of affections are evoked? Which situations and circumstances during the visit at the heritage site, mould impressions and immersion in the collective recalling? By drawing on affection, peer culture and critical heritage studies’ verb “heritaging”, we have studied how the pupils collectively load the heritage sites with values reflected in immersion by affections, and what significance immersion of affections have on the pupils’ process of historical understanding. To understand how the heritage site in terms of a material and physical place loaded with narratives of the past affects the children, the analysis aimed to explore under what circumstances the immersion took place. The article localize three situations that led to surprise and thereby friction between the expected (the stock of knowledge) and what was experienced at the site (the immediate experience), namely conflicts caused by expectations and experiences at the site, conflict caused by replicas in relation to originals, and finally conflict between lived experiences and insights at the site.it_IT
dc.language.isoenit_IT
dc.publisherC. Trenter, et al, Collective Immersion by Affections: How Children Relate to Heritage Sites, «Public History Review», 28 (2021), pp.1–13.
dc.rightsCC BY 4.0it_IT
dc.sourceUniSa. Sistema Bibliotecario di Ateneoit_IT
dc.subjectHeritage sitesit_IT
dc.subjectAffectionsit_IT
dc.subjectImmersionit_IT
dc.subjectPupilsit_IT
dc.subjectElementary schoolit_IT
dc.subjectPeer cultureit_IT
dc.titleCollective Immersion by Affections: How Children Relate to Heritage Sitesit_IT
dc.typeJournal Articleit_IT
dc.relation.ispartofjournalPublic History Reviewit_IT
dc.identifier.doihttps://doi.org/10.5130/phrj.v28i0.7414it_IT
 Find Full text

Files in questo item

Thumbnail

Questo item appare nelle seguenti collezioni

Mostra i principali dati dell'item