'Kānaka mo’olelo' – Vorgaben zum Geschichtsunterricht in Hawai‘i zwischen westlichem Denken und native epistemology

Aktivität: Gastvortrag oder VortragVortragscience to science / art to art

Beschreibung

History education has long been misused by imperial powers to create a common identity and master narrative among their subjects. Examples of this can be found in the German and the Habsburg Empire, as well as in the British Empire and the U.S.A. While certain aspects of chauvinistic and ethnocentric teaching of history has gradually been broken down since the second half of the 20th century onwards (e.g. global history, women history, critical historical thinking), other areas of history education have remaind unaffected (e.g. native history, pre-imperial history, environmental history, indigenous theories).
Thus, this contribution attempts to present the officially proposed and current curriculum for teaching history in the U.S. state of Hawai'i and to discuss its academic embedding from an international comparative perspective, in order to subsequently investigate to which extent native pacific epistemologies and their forms of dealing with the past are also taken into account. In this way, the resulting tensions between Western universal academic claims and native theories in dealing with the past can be shown in order to ask for potential solutions for a decolonized history teaching.
Zeitraum2 Juli 2021
Gehalten amUniversität Trier, Deutschland
BekanntheitsgradInternational

Schlagwörter

  • Dekolonialisierung
  • Hawaii
  • Geschichtsdidaktik
  • Historisches Lernen
  • Epistemologie
  • USA
  • Geschichtstheorie
  • Native History

Systematik der Wissenschaftszweige 2012

  • 601 Geschichte, Archäologie