2019/07/02 by Ketil Knutsen, Ingunn Knutsen
Arts and Humanities · Social Sciences · #Educator Training and Historical Pedagogy #Philosophy, History, and Historiography #Rhetoric and Communication Studies
paper · doi:10.1080/00220272.2019.1636138
crossref issued 2019/07/02 · crossref published 2019/07/02 · crossref published-online 2019/07/02 · openalex publication_date 2019/07/02 · crossref created 2019/07/02 · crossref published-print 2020/09/02 · crossref deposited 2021/08/23 · openalex created_date 2025/10/10 · openalex updated_date 2025/11/06 · crossref indexed 2026/07/30
This article discusses historical competence as reading and understanding use-of-history as it is expressed in different texts. Students need to develop competence in the use-of-history in order to approach the diversity and complexity of uses of history in our time. The use-of-history is also an aim in the curricula of Nordic countries. This capacity is, however, rarely operationalized in current research on historical competence. This article coins the concept of ‘performative historical competence’, meaning use-of-history as symbolic action. We argue that Kenneth Burke’s dramatist theory allows students to examine how history is used in different ways for different purposes in different content and contexts, thus allowing a more conscious, critical and creative approach to the use-of-history as symbolic action. This by emphasizing history based contradictions, competition and conflict as constructs rather than given by nature. In turn, they can be redefined. This can be an empowering process.