Significant history and historical orientation Ugandan students narrate their historical pasts
Abstract: In 2012, Uganda celebrated 50 years as an independent state after having been colonized for more than half a century. Since Independence, Uganda has experienced a period of political turmoil and civil war within its constructed colonial borders. Given these historical experiences, what do students find important about their nation’s history, what history do they relate to when asked to explain their contemporary society and what do they envisage for their future? School history is often associated with a transmission-oriented instruction that transfers a content of heritage and uncritical narratives: best described as a progressive story of the nation. But, what do students find significant to retell? This study explores 73 Ugandan students’ narratives of their country’s history, their society’s contemporary situation and what pasts they find important to themselves and their family. The thesis argues that a retrospective approach to history, departing from the contemporary situation, influences students’ narratives. For example, value judgments were more common with a retrospective approach to history. Furthermore, the thesis shows differences among the narrations depending on the geographical origins of the students. The students identified themselves as African as often as Ugandans, which raises questions in relation to national school narratives as well as Uganda’s colonial past.
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