Historical Scholarship Research Articles

Between Delivery and Luck: Projectification of Academic Careers and Conflicting Notions of Worth at the Postdoc Level

AbstractThis paper investigates how early career academics interpret and respond to institutional demands structured by projectification. Developing a ‘frame analytic’ approach, it explores projectification as a process constituted at the level of meaning-making. Building on 35 in-depth interviews with fixed-term scholars in political science and history, the findings show that respondents jointly referred to competition and delivery in order to make sense of their current situation. Forming what I call the project frame, these interpretive orientations were legitimized by various organizational routines within the studied departments, feeding into a dominant regime of valuation and accumulation. However, while the content of the project frame is well-defined, attempts to align with it vary, indicating the importance of disciplines and academic age when navigating project-based careers. Furthermore, this way of framing academic work and careers provokes tensions and conflicts that junior scholars try to manage. To curb their competitive relationship and enable cooperation, respondents emphasized the outcome of project funding as ‘being lucky.’ They also drew on imagined futures to envision alternative scripts of success and worth. Both empirically and conceptually, the article contributes to an understanding of academic career-making as a kind of pragmatic problem-solving, centered on navigating multiple career pressures and individual aspirations.

Taxation without Indemnification

Whether by reevaluating previously underappreciated factors or by uncovering new source material, historical scholarship occasionally makes immediate and simultaneous interventions in both academic and public-facing conversations.1 Andrew Kahrl's The Black Tax is one such work, and actually accomplishes these two tasks admirably. In the last two decades, scholars have investigated African American ownership of real property in land and homes, as well as the ways that governmental and private actors, policies, and practices have impaired Black people's ability to acquire and accumulate wealth in this country.2 This body of scholarship, alongside the work of public intellectuals, has served to jumpstart discussion around the issue of reparations.3 Prior to the release of Kahrl's illustrious book, however, no one had identified property taxes as lying at the very center of race-based structural inequality.4

A Response to My Readers

First, I want to thank Modern American History co-editors Sarah Snyder and Darren Dochuk for selecting my book for this roundtable and assembling such an incredible group of scholars to read and comment on it. I drew heavily on these readers’ previous works when writing The Black Tax and held up their books as models of the kind of engaging and impactful historical scholarship that I aspired to achieve. Which makes their positive reactions to my book all the more gratifying, even as it makes my job here a bit harder. I have no complaints to respond to, no arguments to defend, no decisions or only a few omissions to justify or explain.

Efforts to Increase Learning Activity in History Subjects According to the Learning Styles of Class X-2 Students at SMA Negeri 3 Medan

This research was conducted because the learning activity of students in class X-2 of SMA Negeri 3 Medan in history subjects was very low. The aim of this research is to increase students' active efforts in learning history. This research was conducted in the odd semester of the 2024/2025 academic year. This research uses the Kemmis and Taggart model. Data collection techniques through student observation and questionnaires. The data processing technique in this research uses descriptive analysis with percentages. The indicators assessed in this research are problem solving, expressing opinions, cooperation and social relations, and discipline. The results of this research show an increase in student learning activity in class X-2 from pre-cycle, cycle I and a very good improvement in cycle II.

Improving History Learning Outcomes Through Project-Based Learning (PjBL) with a Cultural Approach (CRT) in Class XII MIA 3 SMA Negeri 3 Medan

Improving learning outcomes is the goal of this classroom action research, student learning outcomes in history learning through Project Based Learning (PjBL) model with a Cultural Approach (CRT) in class XII MIA 3 SMA Negeri 3 Medan. This research is a type of classroom action research (PTK) with qualitative descriptive analysis techniques. This research was at SMA Negeri 3 Medan. Class XII MIA 3 students, totaling 36 students, were the subjects of this research. This research was carried out in two cycles, while the data collection techniques used were observation, tests and document review. The research results seen that through the application of Project Based Learning with a Cultural Approach it can improve the learning outcomes of class XII MIA 3 students at SMA Negeri 3 Medan. This increase is proven through the presentation of learning outcomes in class which has increased, namely pre-cycle 41.66%, cycle 1 66.66% and cycle 2 86.11%. This means that it can be concluded that based on the results of the percentage of graduates who achieved a learning outcome score of more than KKM = 75 in cycle 2 = 86.11%, the Project Based Learning model with a Cultural Approach is said to be successful.

Problem Based Learning Model With Crt Approach in Improving Motivation and History Learning Outcomes on National and Regional Figure Material (Class Action Research Study in Class XII IPS SMAN 3 Medan)

The aim of this research is to encourage student learning outcomes. This research is included in classroom action research in 2 learning cycles which are followed up in 2 meetings. In the first cycle, design, implementation, observation and improvement activities are carried out. The subjects of this research were 36 students in class XII IPS 1 SMA Negeri 3 Medan. Data collection is carried out using questionnaires, observations, and assessments or evaluations. Data processed and analyzed based on research that has been carried out illustrates that students experience progress in their learning outcomes, if learning indicators and the learning process are carried out using interesting methods. The students' learning outcomes in cycle 1 obtained an average score of 82.55 with a completion rate of 75%, while learning activities in cycle 2 achieved an average score of 92.25 with a completion rate of 88.25%. Through this achievement, the implementation of the CRT approach to learning activities can be a solution in encouraging student learning outcomes.

Application of Types of Learning Models Problem Based Learning (PBL) in Improving History Learning Results for Class XII MIA 9 SMA Negeri 3 Medan

This research uses classroom action research in its implementation. The subjects in this research are students of class XII MIA 9 SMA Negeri 3 Medan, and the population in this research are all students of class learning model problem based learning (PBL). The stages carried out in this research consisted of 2 cycles. This research was carried out using documentation techniques and providing tests in the form of pre-tests and post-tests, with the average score in cycle I being 89 then in cycle II being 94, and for learning completeness in cycle I 88.5% then learning completeness in cycle II 97.2%.

Reward-modulated attention deployment is driven by suppression, not attentional capture

One driving factor for attention deployment towards a stimulus is its associated value due to previous experience and learning history. Previous visual search studies found that when looking for a target, distractors associated with higher reward produce more interference (e.g., longer response times). The present study investigated the neural mechanism of such value-driven attention deployment. Specifically, we were interested in which of the three attention sub-processes are responsible for the interference that was repeatedly observed behaviorally: enhancement of relevant information, attentional capture by irrelevant information, or suppression of irrelevant information. We replicated earlier findings showing longer response times and lower accuracy when a target competed with a high-reward compared to a low-reward distractor. We also found a spatial gradient of interference: behavioral performance dropped with increasing proximity to the target. This gradient was steeper for high- than low-reward distractors. Event-related potentials of the EEG signal showed the reason for the reward-induced attentional bias: High-reward distractors required more suppression than low-reward distractors as evident in larger Pd components. This effect was only found for distractors near targets, showing the additional filtering needs required for competing stimuli in close proximity. As a result, fewer attentional resources can be distributed to the target when it competes with a high-reward distractor, as evident in a smaller target-N2pc amplitude. The distractor-N2pc, indicative of attentional capture, was neither affected by distance nor reward, showing that attentional capture alone cannot explain interference by stimuli of high value. In sum our results show that the higher need for suppression of high-value stimuli contributes to reward-modulated attention deployment and increased suppression can prevent attentional capture of high-value stimuli.

Gamification in The Teaching-Learning Process of History, to Optimize Pedagogical Strategies in Unified General High School Education

Objective: The study analyzes the gamification in the teaching of History to improve pedagogical strategies in students of second of high school. Its objectives include diagnosing the intrinsic motivation towards history, describing the theoretical and methodological foundations of gamification, and proposing motivational strategies aligned with curricular objectives. Theoretical reference: Gamification is presented as a didactic strategy that promotes motivating and interactive learning. Active methodologies based on constructivist theory favor active participation, cooperative work, problem solving and encourage creativity, reflection and criticism, although their use in classes is limited. Method: The methodology is quantitative descriptive, using a questionnaire applied to 40 students of second of baccalaureate of the Miguel Ángel Suárez Private School in Loja, Ecuador. Results and conclusion: The results indicate that gamification improves motivation and intrinsic participation in learning history. It is crucial that teachers integrate gamified strategies into teaching planning to develop critical and historical analysis skills in an attractive way. Originality/value: Research provides a solid foundation for implementing gamification as an effective tool for developing critical, historical and analytical skills, making learning more engaging and relevant. It combines constructivist theories with active methodologies, offering a valuable resource to adapt traditional pedagogical strategies to new educational demands through the integration of digital resources.

The Complicated Rise of Social Emotional Learning in the United States: Implications for Contemporary Policy and Practice

In this article examining the history of social emotional learning (SEL) in the United States, Kelsey A. Dalrymple and Joel M. Phillips use an intellectual history approach to demonstrate that the development of contemporary SEL was significantly influenced by different sociocultural, political, and economic factors. They highlight how metaphorical wars waged by presidential administrations from the 1960s to the 1990s shaped public policy and societal attitudes toward minoritized and marginalized groups and describe how education became a key strategy to battle many of the perceived ills and behaviors associated with those groups. Outlining ongoing debates on SEL, they argue that acknowledging the racialized and socioeconomic roots of SEL can help inform contemporary policy and practice and also educate advocates and critics alike on the ways SEL may serve to address and/or perpetuate long-standing social injustices.

Global Social History: Rethinking Class and Social Transformation in the Modern World

AbstractThe rise of global history has fundamentally reshaped historical scholarship over recent years. Questions about class structures, however, have rarely been specifically addressed by global historians. Scholars of social history, meanwhile, have traditionally studied social stratification within national frameworks. The introduction to this special issue addresses these shortcomings, exploring global social history as a new field of historical inquiry. Interweaving global and social history, it demonstrates that we cannot understand the emergence and transformation of social groups across the modern world – groups such as the aristocracy, the economic bourgeoisie, the educated middle classes, the peasantry, or nomadic groups – without considering how they were influenced by global entanglements. Moreover, it points out that we have to examine globalization as a social process that was shaped by particular social groups. The special issue will connect the study of global connectivity with that of the emergence and evolution of social structures.

LIRIS (Literasi dan Riset) sebagai Inovasi pada Problematika Gerakan Literasi Sekolah dalam Pembelajaran Sejarah di SMAN 1 Sumenep

Literacy activities in education hold a crucial position, particularly reading within history education. Addressing literacy challenges encountered in the history learning process at State Senior High School (SMAN) 1 Sumenep, there arises a necessity for innovation in implementing school literacy movements. LIRIS stands as an innovative initiative formed by the School Literacy Team (Tim Literasi Sekolah/TLS) at SMAN 1 Sumenep, aimed at addressing literacy challenges by amalgamating literacy processes with research. This research aims to find out the implementation and problems of history learning in the GLS program and find out how LIRIS can be an innovation in literacy activities. Employing a qualitative descriptive approach, data is collected through interviews, observations, and documentation, then analyzed through data reduction, presentation, and verification. Findings reveal: (1) GLS implementation in history education generally follows existing guidelines, observable in familiarization, development, and learning stages, yet specifics vary based on classroom conditions and teacher innovation, (2) literacy activity issues in history education arise across student, teacher, and school support aspects, and (3) LIRIS emerges as an innovative literacy activity addressing both general and specific history education challenges, albeit still necessitating evaluation and refinement.

Representasi Peran Wanita pada Buku Teks Pembelajaran Sejarah Indonesia Kelas XI SMA

This abstract describes the representation of the role of women in the historical learning textbooks of the eleventh grade edition of Erlangga, Kemendikbud, and Quadra. The study aims to enable students to understand and learn about the role of women heroes who have fought for their people in textbooks. As well as improving gender equality and tolerance of diversity within the pupils. The research uses qualitative methods with content analysis approaches and verifies the validity of data through triangulation of sources and methods. Data obtained from interviews, document studies, learning observations, and analysis of class XI history textbooks issued by Erlangga, Kemendikbud, and Quadra. The textbooks Erlangga, Kemendikbud, and Quadra do not fully cover the role of female heroes, thus raising the stereotype that only men play an important role in the fight against the invaders. This lack of representation ignores the contribution of women to history and strengthens gender bias among pupils.

The Effect of Cooperative Learning Model and Discipline on History Learning Achievement

The study aims to ascertain three things: (1) the difference in learning achievement in history between students using the Jigsaw cooperative learning model and students using the Studen Teams Achievement Divisions (STAD) model; (2) the impact of high and low discipline on learning achievement; and (3) the possibility of an interaction between cooperative learning models and discipline on history learning achievement. This study employed experimental research as its research methodology. The 2023–2024 academic year saw the conducting of this study at SMAN 11 North Bengkulu and SMAN 13 North Bengkulu. The XI social studies classes made up the study's population. Two groups were chosen at random to serve as research samples: one was the treatment group, which I taught using Jigsaw-style instruction, and the other used Studen Teams Achievement Divisions (STAD) instruction. This study employed a 2x2 factorial ANOVA research design. The application of Jigsaw and Studen Teams Achievement Divisions (STAD) has an impact on student learning achievement. High and low discipline have an impact on history learning achievement. Cooperative learning models and discipline have an impact on history learning achievement. These are the study's findings.

An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171

There is a long and impressive scholarly history evidencing why it is important to address professional identity formation (PIF) in medical curricula. In this AMEE Guide, the authors present an evidence-informed pedagogical approach to assist educators in developing educational practices to foster a healthy PIF in medical students. The authors first describe the theoretical framework that underpin this approach. At the core of this framework is the recognition that, for a healthy PIF, students need to become aware that they have the autonomy, but also responsibility, to form their professional identity in a way that fits both their personality and their (future) professional role. In other words, students need to learn to navigate the interplay between socialization and subjectification. Next, the authors outline the six-step structure of their pedagogical approach, designed to help students: (1) undergo a PIF-related experience, (2) observe their responses to the experience, (3) externalize their reflections, (4) share their reflections, (5) broaden their perspective, and (6) explore their freedom of choice through experimentation. The authors also describe six conducive conditions to facilitate the implementation of the pedagogical approach. These conditions include (1) creating a setting that enables students to slow down, (2) adopting a longitudinal approach, (3) making it part of the formal curriculum, (4) refraining from grading, (5) establishing an interdisciplinary expert team, and (6) providing teacher training. The authors conclude that the theoretical framework leads to a coherent and consistent pedagogical approach that, when implemented according to the conducive conditions, enables students to gradually internalize the reflective process and help them to cultivate a reflective attitude towards their PIF.

DEVELOPMENT OF POWTOON APPLICATION-BASED LEARNING MEDIA FOR XI IPS CLASS STUDENTS IN TUGUMULYO STATE HIGH SCHOOL

This study aims to develop and produce powtoon application-based history learning media that are valid, practical, and effective in learning History class XI IPS at SMA Negeri Tugumulyo. This research uses a Research and Development approach with the application of the ADDIE model. The research subjects consisted of 3 validation experts, 1 history subject teacher, and 34 students of XI IPS 2 class at SMA Negeri Tugumulyo. Data collection techniques included observation, interviews, questionnaires, tests, and documentation. The results of the expert assessment analysis showed that the powtoon application-based history learning media met the validity criteria, with a percentage of 86% linguist assessment, 92% material expert, and 77% media expert. In addition, the results of the practicality sheet assessment from teachers and students showed that the media also met the practical criteria, with an average practicality score of 88%. While the large group test shows that the learning media has high effectiveness, with an N-gain (g) value of 0.72, which is classified as high. Thus, it can be concluded that the powtoon application-based history learning media proved to be valid, practical, and effective in the context of History learning class XI IPS 2 at SMA Negeri Tugumulyo.

Management of West Kalimantan Provincial Museum in Supporting History Learning

Management of West Kalimantan Provincial Museum in Supporting History Learning

THE APPLICATION OF PROBLEM BASED LEARNING (PBL) MODEL TO IMPROVE THE LEARNING OUTCOMES OF HISTORY CLASS X SMK PGRI AIR BELITI

This research aims to determine the completensess of the learning outcomes of class X students at SMK PGRI Air Beliti after using the Problem Based Learning (PBL) model. The method used is a quantitative method with a pseudo-experimental research desing. The population in this study were clas X students consisting of two classes. The sampling technique used was random sampling technique, where the sample was chsen randomly after being given a lottery number and shaken which become the research sample for clas X.B of 28 Students. The data collection technique used was pre-test and post-test using a test in the form of multiple choice questions. Tne analisys requirements testing technique uses a one sample z-test. The results of this study showed the average pre-test scor was 51,71 with a completeness percentage of completeness 0% or none of the students were complete, while the average post-test score was 74,89 with a completion percentage of 78,57% or 22 students completed. The z-table results obtained calculated Z value 3,11) ≥ Z table (2,052). The conclusion is that the application of problem based learning model on the history learning outcommes of class X SMK PGRI Air Beliti is significantly complete.

State Categories and Their Afterlives: The Politics of “Tribalisation” in Eastern India

This article examines the afterlives of state classificatory categories in everyday engagements between state and society. It examines how a community of cultivators in eastern and central India, the Kudmi-Mahatos, have reshaped their group identity through categories of the state. They have oscillated between not wanting to be labelled as “tribal” by the colonial state to seeking to be recognised as “Scheduled Tribes” by the post-colonial state. Using ethnographic and historical methods, this article investigates the shifting claims of the Kudmi-Mahatos with respect to “tribal” status. It argues: (i) that communities use state categories of classification to remake their identities vis-à-vis both the state and other communities they live with; and (ii) tribalisation as a strategy of claiming recognition reworks the tribe-caste continuum in India. The article builds on historical and anthropological scholarship that looks at political contestations over classification in modern states.

LeDiT – Learning with digital testimonies: Holocaust education 2.0

The decline in knowledge about World War II and the Holocaust, coupled with increasing discrimination and populism, highlights the urgent need for innovative educational approaches. Abba Naor, a Jewish Holocaust survivor, has devoted his life to sharing his experiences, emphasizing the significance of historical learning to prevent future atrocities. The project "Learning with digital testimonies" (LeDiT) seeks to preserve Naor's memories and broaden their accessibility through interactive digital testimonies.Naor's interactive digital testimony offers an immersive and easily accessible means of engaging with a Holocaust survivor, vital for future generations who will not have the opportunity for in-person interactions. Originally recorded in German, the international version with English subtitles now allows users from around the world to ask a Holocaust survivor questions and learn about their personal stories. Implications of the project extend beyond educational settings in schools, with potential applications in museums, memorials, and online platforms dedicated to Holocaust education. Ongoing research aims to understand cross-cultural and generational perspectives on Holocaust education. Thus, interactive digital testimonies not only preserve the memories of survivors but also facilitate meaningful connections to historical events, fostering empathy and collective action against discrimination. Keywords 0Holocaust, memory, testimony, chatbot, Holocaust education, audiovisual translation, subtitling, interactive digital testimony