Προφορική ιστορία και σχολείο : η ιστορία ως βιωμένη εμπειρία
Part of : Τεκμήριον : επιστημονική επετηρίδα του Τμήματος Αρχειονομίας και Βιβλιοθηκονομίας ; Vol.4, No.1, 2002, pages 64-88
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Pages:
64-88
Parallel Title:
Oral history and school : history as a living experience
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Abstract:
Oral History deals with oral evidence, produced by people who are not usually in the center of historical interest or research, worthy of being saved. The field of Oral History covers groups and social categories of people such as workers, immigrants, members of national or religious minorities, older people, women e.t.c.The aim of Oral History, which emerged as a separate academic subject in the 70’s, is to create archives based on oral testimonies and to form a new approach to history, based on the, rather neglected, evidence of oral sources. Oral History is also a method and a technic.The characteristics of oral evidence are, among others, the uniqueness of personal narration, its function as a supplementary material to the existing historical sources, the collective representation of common ‘erlebnis’, the subjectivity and distortions, the tools/keys which need to be provided by psychology for the approach and interpretation of the personal narration.Oral History, as part of Local History, is an educational research method- meaning that, through oral history, teachers, especially in secondary schools, should try to adapt the tools of professional historical research to classroom source work.The paedagogical and social significance of Oral History is great. Through Oral History research, history teachers can help pupils aquire and improve inquiry skills (crossexamining evidence, deductive thinking, interpretation, evaluation), social skills such as communication skills, interaction between different groups of people (age-social-gender), empathy skills, improve active educational/learning methods e.t.c.The article stresses out the possible difficulties of using Oral History in class (there are special problems in collecting oral evidence and it is quite demanding to get people interviewed) and provides teachers /enquirers with practical information of ‘how to get along with a project of Oral /Family History’. In terms of new History Curricula in Primary and Lower Secondary Schools, Oral History proves to be an ideal field for interdisciplinary/crosscurricula approaches of the subject.
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