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ERIC Number: EJ766901
Record Type: Journal
Publication Date: 2006
Pages: 20
Abstractor: Author
Reference Count: 31
ISSN: ISSN-0380-2361
Repositioning Identification: Reflections on a Visit to Historica's Heritage Fair
Farley, Lisa
Canadian Journal of Education, v29 n4 p1019-1038 2006
In this article, I offer a reading of the psychoanalytic concept of identification, with specific attention to its meaning in the context of children's historical learning. In educational contexts, it is not identification but historical empathy that teachers and researchers typically regard as holding pedagogical status. Using examples from my visit to "Historica's" 2004 Heritage Fair, I argue that identification is important for the way it marks the young subject's ambivalent entry into a world of historical relations. A study of identification cannot advance historical consciousness, but it does highlight the senses of vulnerability and emotional conflict in trying to orient the self to a very old world and the losses this implies. (Contains 2 notes.)
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada