Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/27790
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dc.contributor.authorHaight, A-
dc.contributor.authorWright, S-
dc.contributor.authorAldridge, D-
dc.contributor.authorAlexander, P-
dc.date.accessioned2023-12-02T20:19:07Z-
dc.date.available2023-12-02T20:19:07Z-
dc.date.issued2019-11-22-
dc.identifier.citationHaight, A. et al. (2021) 'Remembrance Day practices in schools: meaning-making in social memory during the First World War centenary', Journal of Beliefs and Values, 42 (1), pp. 33 - 48. doi: 10.1080/13617672.2019.1692556.en_US
dc.identifier.issn1361-7672-
dc.identifier.urihttps://bura.brunel.ac.uk/handle/2438/27790-
dc.description.abstractEach November, commemoration of the First World War armistice (and subsequent military events and conflicts) is almost ubiquitous in UK schools and has been given increased importance during the centenary years of the First World War. Yet as seemingly isolated occasions outside the regular curriculum, school practices of remembrance, and the understandings and perceptions surrounding them, have been subject to surprisingly little scrutiny. The Remembrance in Schools project (2013–19) investigates armistice commemoration in primary and secondary schools in three counties in southern England. This paper considers the theorisation of public commemorative rituals and relates this to teachers’ reports of school-based events. It analyses teachers’ accounts and perceptions, from survey and interview data, of the ways in which the First World War and subsequent conflicts are remembered, presented and discussed through school commemoration events. We conclude that such events mirror the ‘social technologies’ of public remembrance rituals. However, behind almost ubiquitous practices (the two-minute silence) and symbols (the poppy), these accounts reveal nuanced variations in teachers’ views of the knowledge and values children gain from armistice commemoration in schools. These variations are inflected by individual schools’ histories, community contexts, and pupil demographics, as well as teachers’ own histories, values and ideals.en_US
dc.format.extent33 - 48-
dc.format.mediumPrint-Electronic-
dc.languageEnglish-
dc.language.isoenen_US
dc.publisherRoutledge (Taylor & Francis Group)en_US
dc.rightsCopyright © 2019 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Beliefs and Values on 22 Nov 2019, available at: https://www.tandfonline.com/doi/full/10.1080/13617672.2019.1692556 (see: https://authorservices.taylorandfrancis.com/research-impact/sharing-versions-of-journal-articles/).-
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/-
dc.subjectFirst World Waren_US
dc.subjectremembranceen_US
dc.subjectteachers’ perceptionsen_US
dc.subjectsocial memoryen_US
dc.titleRemembrance Day practices in schools: meaning-making in social memory during the First World War centenaryen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1080/13617672.2019.1692556-
dc.relation.isPartOfJournal of Beliefs and Values-
pubs.issue1-
pubs.publication-statusPublished-
pubs.volume42-
dc.identifier.eissn1469-9362-
dc.rights.holderTaylor & Francis-
Appears in Collections:Dept of Education Research Papers

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