权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

The First World War in the Classroom: Teaching and the Construction of Cultural Memory

课堂上的第一次世界大战：教学与文化记忆的构建

基本信息

批准号：
AH/K005324/1
负责人：
Catriona Pennell
金额：
$ 3.06万
依托单位：
UNIVERSITY OF EXETER
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2013
资助国家：
英国
起止时间：
2013 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FK005324%2F1
关键词：
First World War Classroom Teaching

项目摘要

Speaking directly to the grant scheme's theme on 'inter-generational communication, cultural transmission, and exchange', this exploratory research project seeks to critically examine the ways the First World War is taught via History and English Literature across secondary schools and universities in England. The ultimate aim of the project is to deepen our understanding of the link between education and the formation of contemporary memories of the war in the English context. It is about examining the war in its articulation in the present, to allow us to be in a position to make recommendations for the future. This cannot be achieved, however, until we find out what is actually happening in classrooms across England. There exists, in England, a specific national perception of the First World War. A tragic disaster, fought mainly in the muddied, rat-filled and lice-ridden trenches of the Western Front, by young, innocent 'Tommies', led by imbecile Generals who willfully sacrificed their men for a cause that would, with the outbreak of the Second World War, be proven to be utterly pointless. Overall, there is a general awareness that the war was a uniquely terrible experience. Where has this view come from? Popular cultural outputs such as Blackadder Goes Forth, Downton Abbey, Birdsong, Regeneration, and War Horse - to name a selection - reiterate and consolidate the above view. Academic commentators such as Stephen Badsey, Ian Beckett, Brian Bond, and Gary Sheffield argue that these programmes, novels, plays and films are popular because they echo the image of the war that has been taught in secondary level History and English Literature classes across the UK. However, until now, no serious study has been undertaken into the way the First World War is taught via the subjects of History and English Literature. Until this is rectified, and in a context that allows dialogue and interaction between academics and secondary school teachers, we cannot make assertions about the links between education and the way the war is understood in the 21st century. With its series of centenaries approaching, the First World War is likely to be of increased interest to teachers in secondary and tertiary education. It is therefore an opportune moment to begin research into the way the war is taught in schools and its role in the creation of a cultural memory of the war. If secondary education does contribute to a narrow and Anglo-centric understanding of the war - and is at a mismatch with some of the latest scholarship taught at university level - the centenary period provides a ripe opportunity for investigating capacity for change and making suggestions that consider the expertise, requirements and aims of teachers at secondary and tertiary level on equal terms. This exploratory project seeks to listen to teachers and academics about their experiences, needs and challenges in teaching the First World War in two stages. Firstly, in the half-term break of February 2013, a symposium will be hosted in London where teachers and academics will come together to discuss and compare the ways the First World War is taught via the subjects of History and English Literature. The aim is to create a positive and fruitful atmosphere to discuss ways of achieving greater continuity between the learning experiences of students who study the First World War at school and university, with lasting outcomes such as an interactive website to allow for teacher-academic dialogue into the future. Stage two will take the form of a questionnaire circulated in a two-tier methodology, online and in face-to-face interviews with focus groups made up of teachers and academics across the country. These two research stages will form the basis of a comprehensive report into the teaching practices in secondary schools and Higher Education and two peer-reviewed journal articles relating to cultural transmission of the First World War through education.

直接谈到补助金计划的主题“代际沟通，文化传承和交流”，这个探索性的研究项目旨在批判性地研究第一次世界大战是通过中学和大学的历史和英国文学教学的方式在英格兰。该项目的最终目的是加深我们对教育与英语背景下当代战争记忆形成之间联系的理解。它是关于审查战争在其目前的表达，使我们能够为未来提出建议。然而，这是不可能实现的，直到我们发现在英格兰各地的教室里实际发生了什么。在英国，对第一次世界大战有一种特殊的民族观念。这是一场悲惨的灾难，主要是在西部战线泥泞、老鼠横行、虱子横行的战壕里，由年轻、无辜的“汤米”领导，由低能的将军们领导，他们故意牺牲自己的士兵，为了一个随着第二次世界大战爆发而被证明是毫无意义的事业。总的来说，人们普遍意识到这场战争是一次独特的可怕经历。这种观点从何而来？流行的文化作品，如《黑爵士向前冲》、《唐顿修道院》、《鸟鸣》、《重生》和《战马》--仅举几例--重申并巩固了上述观点。斯蒂芬·巴德西、伊恩·贝克特、布赖恩·邦德和加里谢菲尔德等学术评论家认为，这些节目、小说、戏剧和电影之所以受欢迎，是因为它们呼应了英国中学历史和英国文学课上教授的战争形象。然而，到目前为止，还没有认真研究第一次世界大战是如何通过历史和英国文学科目教授的。在这种情况得到纠正之前，在允许学者和中学教师之间进行对话和互动的背景下，我们不能断言教育与21世纪理解战争的方式之间的联系。随着一系列百年纪念日的临近，第一次世界大战可能会引起中等和高等教育教师越来越多的兴趣。因此，现在是开始研究学校教授战争的方式及其在创造战争文化记忆方面的作用的适当时机。如果中等教育确实有助于对战争的狭隘和以英国为中心的理解--而且与大学一级教授的一些最新的奖学金不匹配--一百周年时期提供了一个成熟的机会，可以调查变革的能力，并提出建议，平等地考虑中等和高等教育教师的专业知识、要求和目标。这个探索性项目旨在听取教师和学者关于他们在两个阶段教授第一次世界大战的经验，需求和挑战。首先，在2013年2月的期中休息，将在伦敦举办一个研讨会，教师和学者将聚集在一起，讨论和比较第一次世界大战是通过历史和英国文学的科目教授的方式。其目的是创造一个积极和富有成果的气氛，讨论如何在学校和大学学习第一次世界大战的学生的学习经验之间实现更大的连续性，并取得持久的成果，例如建立一个互动网站，以便教师与学术界进行对话。第二阶段将采取问卷调查的形式，以两级方法分发，在线和面对面访谈由全国各地的教师和学者组成的焦点小组。这两个研究阶段将形成一个综合报告的基础上，在中学和高等教育的教学实践和两个同行评审的期刊文章有关的文化传播第一次世界大战通过教育。