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Travelling and storytelling: A students' article about their excursion to Alentejo and Algarve
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.ORCID iD: 0000-0002-0525-3782
2016 (English)In: Education and the body: abstract book, Chicago: ISCHE , 2016, p. 10-10Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Throughout the first decades of the 20th century, the New Education movement prompted the use of active methods to awake students’ curiosity and interests (Vasconcelos, 1909) aiming a learning process based on their personal observations and experiences (Lima, 1929). Study field trips and excursions were, for example, described as being necessary to "avoid excessive verbal teaching" (Lima, 1936:262) by enabling the observation study and provoking "unforgettable sensations and emotions" (Vasconcelos, 1915: 227). This paper aims to discuss a group of pupils' reports on their participation in a particular school excursion, published in O Académico Figueirense in 1937. On the one hand, it looks at the individual narratives to understand each pupil’s perceptions on what they observed and heard about, what they learned and felt, and their reflections on such experience. It takes in consideration what is written and how is written in relation to who wrote (gender and age) about what (monument, museum, factory, natural site, etc.). On the other hand, it looks at the way in which these small texts were brought together, intertwined with visual materials and presented as a collective article. That is, it looks at the way hybridity was arranged to provide a coherent narrative. Therefore, a material approach to educational history's studies, following Lynn Fendler's theoretical insights (2014), provides a framework to understand such active method from the pupils' perspective in a comprehensive way by considering the students' objective and subjective accounts when reporting their thoughts and feelings. In addition, by looking at the pupils' combined storytelling, both visual and textual elements are considered equal and fundamental. Altogether they function as an invitation for the readers to travel along the pupils' narrative, both textual and visual, in both space and time, in both material and immaterial, and – moreover – through the readers' physical and sensuous perceptions while flipping through the pages with stories full of both descriptions and wonderings.

Place, publisher, year, edition, pages
Chicago: ISCHE , 2016. p. 10-10
Series
ISCHE (Online), E-ISSN 2313-1845
National Category
History Educational Sciences
Research subject
history of education
Identifiers
URN: urn:nbn:se:umu:diva-169270OAI: oai:DiVA.org:umu-169270DiVA, id: diva2:1420517
Conference
International Standing Conference for the History of Education (ISCHE) 38 - Education and the Body, Chicago, USA, August 17-20, 2016
Available from: 2020-03-31 Created: 2020-03-31 Last updated: 2020-04-01Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf