Sjölund Åhsberg, C.;
(2025)
(Re)mapping the terrain of historical significance: compiling an atlas of frameworks and criteria.
History Education Research Journal
, 22
(1)
, Article 11. 10.14324/HERJ.22.1.11.
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Abstract
This theory synthesis article aims at (re)mapping frameworks and criteria used in the conceptual landscape of historical significance. The analysis connects and unpacks a diverse range of conceptual frameworks, and concludes that these frameworks represent a broad spectrum of criteria, rather than a unified consensus. The mapping also results in two distinct areas within the landscape: the Research terrain, containing conceptual tools for research on students’ perspectives on historical significance, and the Education terrain, equipped with didactical frameworks developed for the classroom. A compilation of the criteria drawn from the included frameworks is also undertaken. In doing this, the concepts of objective and subjective dimensions of epistemic knowledge are used to sort, unpack and problematise the criteria. This study provides theoretical, didactical and methodological insights into the area of historical significance, offering a tentative atlas to facilitate researchers and educators in navigating this landscape.
| Type: | Article |
|---|---|
| Title: | (Re)mapping the terrain of historical significance: compiling an atlas of frameworks and criteria |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.22.1.11 |
| Publisher version: | https://doi.org/10.14324/HERJ.22.1.11 |
| Language: | English |
| Additional information: | © 2025, Cathrine Sjölund Åhsberg. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | historical significance, historical relevance, conceptual frameworks, epistemic knowledge, theory synthesis |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10209299 |
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