Making history: the enactment of historical knowledge in the classroom

Abstract

'Making History. The enactment of historical knowledge in the classroom', a PhD thesis by Josefine Raasch, investigates the knowledge production in History classes. Based on six months of ethnographic fieldwork in a Berlin high school, this thesis describes how two different types of historical knowledge were enacted in the classroom and how one type was prioritized whereas the other type was no longer identifiable as historical knowledge. Supported by the results of the research undertaken, it is suggested that History should be taught in a modular way rather than chronologically, thereby acknowledging the legitimacy of both types of historical knowledge