Historical cosmologies: epistemology and axiology in Australian secondary school history discourse

• James Martin ^[1] ; Karl Maton ^[1] ; Erika Matruglio ^[1]
  1. [1] Universidad de Sydney. Australia
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Nº. 74, 2010, págs. 433-463
• Idioma: inglés
• DOI: 10.4067/s0718-09342010000500003
• Títulos paralelos:
  • Cosmologías de la historia: epistemología y axiología en el discurso de la historia en colegios secundarios australianos
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Este artículo aborda el discurso de la historia moderna en los colegios secundarios australianos, desde la perspectiva de la lingüística sistémica funcional y de la sociología realista de la educación.

    En particular, este trabajo estudia el género y el campo en el discurso de la historia en relación a la estructura de conocimiento y el rol de los conceptos técnicos realizados como ‘–ismos’. Estos son interpretados en relación a la investigación reciente en sociología realista sobre la carga axiológica de términos, especialmente en el discurso de las ciencias sociales y humanidades; de modo que cómo uno se siente resulta ser tan importante como lo que uno sabe en tanto cuanto la mirada del historiador acerca del pasado está involucrada. Esta perspectiva cosmológica se ilustra a partir de manuales e interacciones de sala de clases, examinando las formas en que los estudiantes de historia son formados en las constelaciones relevantes de significado

  • English

    This paper considers the discourse of modern history in Australian secondary schools from the perspectives of systemic functional linguistics and social realist sociology of education. In particular it develops work on genre and field in history discourse in relation to knowledge structure, and the role of technical concepts realised as ‘–isms’. These are interpreted in relation to recent social realist work on the axiological charging of terms, especially in humanities and social science discourse, so that how you feel turns out to be as important as what you know as far as an historian’s gaze on the past is concerned. This cosmological perspective is illustrated from textbooks and classroom interaction, examining the ways in which history students are apprenticed into relevant constellations of meaning

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