Abstract:
I am Adrienne van As, a White Afrikaans-speaking South African. My upbringing in apartheid and post-apartheid Kraaifontein in the Western Cape and my lived experience in various educational settings profoundly influenced my interest in history and education. My career has spanned various educational roles, from being a student to teaching and lecturing, which shaped my understanding of some of the complexities of teaching history. This research has investigated the factors that shaped and affected the transactional and historical distances I experienced and the impact of my lived experience on these distances in history education. The methodology of this autoethnography is characterised by a blend of personal experience and cultural analysis, using qualitative research techniques within an interpretative framework, with a unique application of cabinets of curiosities. The research examined transactional and historical distance in history education, initially focusing on transactional distance theory and later incorporating historical distance. It used a metaphor of a concertina to describe how these theories interacted, suggesting that various factors influenced the distances in the educational experience, similar to how a musician controls a concertina to produce harmonious or disharmonious tunes. My research provides comprehensive insights into transactional and historical distances, demonstrating the influence of the effects of storytelling, dialogue, student autonomy, and pedagogical approaches on these distances, and how the personal and cultural backgrounds, educator interactions, and different educational settings influenced the students’ engagement with history and shaped their historical perspectives. The transactional and historical distances in this study varied based on factors influenced by my experiences in formal and informal educational environments, official and unofficial narratives, and how different types of history shaped my understanding of the past. The research highlights the importance of diverse perspectives, narrative techniques, and the integration of personal experiences in developing historical literacy and reducing detachment from history, ultimately offering a nuanced view of how various factors collectively impacted the students’ historical understanding and connection. My research on the distances in history education is significant for its deep insight into the learning experiences of individuals and the influence of personal and cultural backgrounds. It bridges the theoretical and practical aspects of education, emphasising the personal nature of learning history. The findings are particularly relevant for curriculum development, teaching strategies, and the evolution of history education, potentially reshaping how history is taught and understood.
