Language resources to negotiate official and alternative memories of human rights violations in Chilean history: A study on classroom interactions

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dc.article.number115674
dc.contributor.authorOteiza Silva Maria Teresa
dc.date.accessioned2024-05-15T08:00:36Z
dc.date.available2024-05-15T08:00:36Z
dc.date.issued2020
dc.description.abstractThis article explores social and historical memories of recent Chilean history in pedagogical recontextualisations of disciplinary knowledge in Grade 11 history classes. The discourse of history analysed relates to human rights violations committed during Pinochet's dictatorship (1973-1990) and the ways this traumatic past is negotiated in classroom interactions. The aim of this work is to contribute to understanding how the process of human rights violations is transmitted to new generations. The focus here is specifically on how historical processes and events are evaluated in these discourses, drawing on Martin and White's (2005) appraisal framework. As well as proposals by Oteiza and Pinner (2012), and Oteiza (2017), for the semantic domain of APPRECIATION, an elaboration developed to take into account the particularity and complexity of the processual cline (events, processes and situations) in historical discourses. In addition, the article analyses semantic gravity and semantic density from Legitimation Code Theory (Maton, 2014, 2016), to explore the levels of abstraction that, not only build cumulative knowledge, but also integrate personal and social memories of the recent past and `historin memories' of a sensitive period of Chilean history. This discourse analysis of classroom interactions is complemented with what teachers and students have reported regarding their experiences and memories of the recent past in interviews. The analysis of how evaluative prosodies of official and alternative memories regarding the recent Chilean past, are built in the discourse is informed by a socio-semiotic perspective of systemic functional linguistics (Achugar, 2016; Achugar, et al., 2014; Martin & White, 2005; Martin et al., 2010; Oteiza, 2014; 2018).
dc.description.funderChilean National Research and Development Agency
dc.description.funderFondecyt
dc.description.funderANID
dc.fechaingreso.objetodigital2024-12-19
dc.format.extent24 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1007/978-3-030-11999-7_11
dc.identifier.eisbn978-3-030-11999-7
dc.identifier.eissn0716-0852
dc.identifier.isbn978-3-030-11998-0
dc.identifier.issn2203-7543
dc.identifier.scopusidSCOPUS_ID:85188884502
dc.identifier.urihttps://doi.org/10.1007/978-3-030-11999-7_11
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85664
dc.identifier.wosidWOS:000529062700001
dc.information.autorucFacultad de Letras; Oteiza Silva Maria Teresa; 0000-0001-7500-0767; 82273
dc.issue.numero2
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final49
dc.pagina.inicio26
dc.publisherPALGRAVE
dc.relation.ispartofDialogo Andino
dc.revistaHISTORICAL ENCOUNTERS-A JOURNAL OF HISTORICAL CONSCIOUSNESS HISTORICAL CULTURES AND HISTORY EDUCATION
dc.rightsacceso abierto
dc.subjecthistorical memories
dc.subjecthistory classroom interaction
dc.subjectappraisal analysis
dc.subjecttransmission of memories
dc.subjectsemantic density
dc.subjectsemantic gravity
dc.subjectSEMANTIC WAVES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleLanguage resources to negotiate official and alternative memories of human rights violations in Chilean history: A study on classroom interactions
dc.typeartículo
dc.volumen7
sipa.codpersvinculados82273
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;15-05-2024
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