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The First-, Second- and Third-Person Dynamics of Learning History

机译：学习历史的第一人称，第二人称和第三人称动态

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摘要

Learning history is a well delineated action research process consisting of consecutive stages of inquiry where groups and individuals engage in learning and reflecting on their past shared, but often multiple, experiences as these are recorded in a 'learning history'. Learning history has much in common with other forms of action research in that it configures first-, second- and third-person processes of inquiry in a particular way and enacts research qualities of rigour, relevance and reflexivity. Yet these and other links have as yet been tacit and under articulated - resulting in learning history often conceived as a distinctive linear method with the practice of learning history likewise confined. This reflective article opens out and makes explicit the inherent first- second- and third- person dynamics of learning history. These dynamics are explored from the point of view of different actors - the historian, the participant and the reader - in a learning history process and connections to a general empirical method are made. Finally questions of quality in a learning history are discussed. The aim of this article is to establish firmer methodological foundations for the learning history approach and to provide practical insight into how action researchers might engage more readily in learning history work.
机译：学习历史是一个经过精心描述的行动研究过程，包括连续的探究阶段，其中小组和个人参与学习并反思他们过去共享但经常是多次的经历，因为这些经历被记录在“学习历史”中。学习历史与其他形式的行动研究有很多共通之处，它以特定的方式配置了第一人称，第二人称和第三人称的询问过程，并赋予了严谨，相关和反思性的研究质量。然而，这些和其他联系仍然是默契的，而且很清楚地表达出来-导致学习历史通常被认为是一种独特的线性方法，而对学习历史的实践同样受到限制。这篇反思性文章开辟了思路，阐明了学习历史固有的第一，第二和第三人称动态。在学习历史过程中，从不同参与者（历史学家，参与者和读者）的角度探讨了这些动力，并建立了与一般经验方法的联系。最后讨论了学习历史中的质量问题。本文的目的是为学习历史方法建立更牢固的方法论基础，并提供有关行动研究人员如何更容易地参与学习历史工作的实践见解。

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