Students' ideas about different representations of the past : South Korean adolescents interpret historical film
This thesis explores the ways in which secondary school students interpret different representations of the past as portrayed in the film. It focuses on the question of how they set the film director's view within a sociocultural context, and how they conceptualise what constitutes acceptable historical knowledge. Ninety-six secondary school students in South Korea viewed two sets of historical films that vary in terms of authorship, period, and genre. The viewings were followed by semi-structured interviews, which aimed to investigate a range of students' approaches to different representations produced at a given place and time. This thesis argues that acknowledging the structuring of historical knowledge as a part of cultural practice enabled students to make a shift in their picture of the past: from the idea of the past as being reproduced to that of the past as being organised and reconstructed. A range of ideas about historical knowledge, from a direct report of the event through an idiosyncratic interpretation of a literary past to systematic mediation of historical reality, was identified. Through analysis of students' approaches to revision of the past, this thesis also discusses the relationship
Park, Joohyun
Students' ideas about different representations of the past : South Korean adolescents interpret historical film. This thesis explores the ways in which secondary school students interpret different representations of the past as portrayed in the film. It focuses on the question of how they set the film director's view within a sociocultural context, and how they conceptualise what constitutes acceptable historical knowledge. Ninety-six secondary school students in South Korea viewed two sets of historical films that vary in terms of authorship, period, and genre. The viewings were followed by semi-structured interviews, which aimed to investigate a range of students' approaches to different representations produced at a given place and time. This thesis argues that acknowledging the structuring of historical knowledge as a part of cultural practice enabled students to make a shift in their picture of the past: from the idea of the past as being reproduced to that of the past as being organised and reconstructed. A range of ideas about historical knowledge, from a direct report of the event through an idiosyncratic interpretation of a literary past to systematic mediation of historical reality, was identified. Through analysis of students' approaches to revision of the past, this thesis also discusses the relationship
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