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Teaching History in the Soviet Union – memories of the intrusion of power

Teaching History in the Soviet Union – memories of the intrusion of power. “ It ’ s not my view that makes you nervous; it ’ s memory that makes you nervous. ” Sue Campell (2008). Relational remembering. The one who speaks The one who listens

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Teaching History in the Soviet Union – memories of the intrusion of power

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  1. Teaching History in the Soviet Union – memories of the intrusion of power • “It’s not my view that makes you nervous; it’s memory that makes you nervous.” Sue Campell (2008) Aija Abens, M.Ed.

  2. Relational remembering • The one who speaks • The one who listens • All the others who contribute to the meaning of the words the speaker uses Campbell, S. (2008). The Second Voice [Electronic version]. Memory Studies 1, 41 - 48.

  3. Teacher profile • 10 teachers • All Latvian • All but one born in Latvia • All taught in Latvian

  4. Power associated with the regime visible in four aspects of education: • curriculum • evaluation • interactions with students • family history as determiner of success

  5. Teacher education and curriculum • Soviet education system highly centralized with unified curriculum, teaching materials, and methodological requirements • highly politicized • Latvian history teaching – a political “hot potato”

  6. Evaluation • ideological nature of history required frequent monitoring • student achievement stressed form over content • rote learning and poor understanding of material

  7. Interactionswithstudents • inability to counter student challenges on certain topics • generally open and friendly

  8. Family history as a determiner of success • family pedigree cornerstone to success • fear of repercussions

  9. Forgetting as a failure • Repressive erasure • Prescriptive forgetting • Forgetting as humiliated science Connerton, P. (2008). Seven types of forgetting [Electronic version]. Memory Studies, 1,59 - 71.

  10. Thank you!

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