id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
work_eh2bsqjolvdhrfcjxiwttk7ire	Elizabeth Dawes Duraisingh	Making narrative connections? Exploring how late teens relate their own lives to the historically significant past	2017	20	.pdf	application/pdf	18722	2612	88	Exploring how late teens relate their own lives to the historically significant past Below,� relevant� literatures� on� historical� consciousness,� narratives,� identity� and� history� Findings overview: Students' incorporation of personal and historical Personal narrative with links to the historically significant past Historical narrative with self inserted Personal and historical narrative tethered (STUART) Students' narrative strategies: Melvin, Stuart and Jess Melvin: Historically contextualizing his own life story; exploring the Stuart: Situating his own life at the confluence of various historical narratives; historical narratives Andrews,�M.�(2007)�Shaping History: Narratives of political change.�Cambridge:�Cambridge�University�Press. (eds)�Understanding History: Recent research in history education.�London:�Routledge,�21–36. consciousness�of�children'.�In�Straub,�J.�(ed.)�Narration, Identity, and Historical Consciousness.�New�York:� Historical Consciousness.�New�York:�Berghahn�Books,�23–43. Lee,�P.� (2004a)� 'Understanding�history'.� In�Seixas,�P.� (ed.)� Theorizing Historical Consciousness.�Toronto:� International Journal of Historical Learning, Teaching and Research,�4�(1),�1–46. perspectives'.�In�Straub,�J.�(ed.)�Narration, Identity, and Historical Consciousness.�New�York:�Berghahn� Seixas,�P.�(2004)�'Introduction'.�In�Seixas,�P.�(ed.)�Theorizing Historical Consciousness.�Toronto:�University�of� J.�(ed.)�Narration, Identity, and Historical Consciousness.�New�York:�Berghahn�Books,�141–62. Journal of Historical Consciousness, Historical Cultures, and History Education,�1�(1),�20–31. Historical Consciousness.�Toronto:�University�of�Toronto�Press,�49–62. American Educational Research Journal,�44�(1),� narratives'.�London Review of Education,�15�(2).	./cache/work_eh2bsqjolvdhrfcjxiwttk7ire.pdf	./txt/work_eh2bsqjolvdhrfcjxiwttk7ire.txt