When history and museum collaborate: The mobilization of students’ historical consciousness through a virtual museum program about Indigenous history in Canada
Bibliographic record
Abstract
This thesis examined the pedagogical value of a museum-based program designed to mobilize the historical consciousness of students enrolled in an Indigenous history course at university. A key concept in history education research, historical consciousness is understood as the ability of individuals to use the past to orient themselves in time, and it can be developed in the context of formal education (Rüsen, 2004). More specifically, the study was guided by Grever and Adriaansen's (2019) proposal for the operationalization of the “effected” historical consciousness (Gadamer, 1963) in education. According to these researchers, the “effected” dimension of historical consciousness requires, among other things, the development of two competencies: reflection on the nature of disciplinary knowledge and the adoption of diverse perspectives in examining the past. This conception of historical consciousness was used because it refrains from imposing Western disciplinary conventions on the historical study of non-Western societies (such as Indigenous ones).The museum's pedagogical approach was favoured to stimulate the two skills of "efficiency" historical awareness in students. Certain features of museum education, relating to heritage, materiality and sociability (Smith, 2006; Dufresne-Tassé, 1996; Jacobi, 2012), suggested that it was a fertile experimentation ground for the mobilization of students’ historical consciousness. The research was articulated around two phases: 1) the collaborative design of a virtual and critical museum program in an equal partnership between the parties; 2) its implementation in the university classroom. Given the coronavirus pandemic at the time of the research, the field research was carried out exclusively remotely, using the Zoom platform. The research involved a group of 10 undergraduate students enrolled in a history course at the Université du Québec à Montréal (UQAM), in the presence of their lecturer and teaching assistant, as well as the McCord Stewart Museum's education department. Students were invited to discover the permanent exhibition "Wearing One's Identity. The First Peoples Collection” while the McCord Stewart Museum's process of indigenization was highlighted. The analysis was guided by Grever and Adriaansen's (2019) proposal on the operationalization of "effected" historical consciousness to better match Indigenous perspectives and methodologies in history and education. This research represents an important contribution to higher history education, particularly through its combination with museum education and the decolonization of historical knowledge and practice in the 21st century. Participation in the museum program brought out multidimensional learning (knowledge, know-how and interpersonal skills) in both students and institutional collaborators
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.018 | 0.005 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".