Performative historical competence: use-of-history as symbolic action

This article discusses historical competence as reading and understanding use-of-history as it is expressed in different texts. Students need to develop competence in the use-of-history in order to approach the diversity and complexity of uses of history in our time. The use-of-history is also an ai...

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Bibliographic Details
Published in:Journal of curriculum studies 2020-09, Vol.52 (5), p.673-684
Main Authors: Knutsen, Ketil, Knutsen, Ingunn
Format: Article
Language:English
Subjects:
Burke, Kenneth
Competence
Creativity
Critical Reading
Curriculum Design
Drama
dramatism
Education history
empowering education
Empowerment
Foreign Countries
historical competence
History
History education
History Instruction
Kenneth Burke
Symbolism
Teaching Methods
Use-of-history
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Summary:This article discusses historical competence as reading and understanding use-of-history as it is expressed in different texts. Students need to develop competence in the use-of-history in order to approach the diversity and complexity of uses of history in our time. The use-of-history is also an aim in the curricula of Nordic countries. This capacity is, however, rarely operationalized in current research on historical competence. This article coins the concept of 'performative historical competence', meaning use-of-history as symbolic action. We argue that Kenneth Burke's dramatist theory allows students to examine how history is used in different ways for different purposes in different content and contexts, thus allowing a more conscious, critical and creative approach to the use-of-history as symbolic action. This by emphasizing history based contradictions, competition and conflict as constructs rather than given by nature. In turn, they can be redefined. This can be an empowering process.
ISSN:0022-0272
1366-5839
DOI:10.1080/00220272.2019.1636138