Teaching Global History and Geography Using the Indian Ocean as a Unit of Analysis
The units of analysis historians and geographers use dictate what questions are asked, which stories are told and eventually which patterns emerge. Units of analysis are framing tools that help scholars identify global patterns. By focusing on seas and ocean basins, one can bring out the processes o...
保存先:
| 出版年: | URI:https://journals.openedition.org/angles, |
|---|---|
| 第一著者: | |
| フォーマット: | Article ou chapitre numérique |
| 言語: | Anglais |
| 出版事項: |
Angles
2020
|
| 主題: | |
| オンライン･アクセス: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| id |
openedition-oai:revues.org:angles_810 |
|---|---|
| record_format |
openedition |
| collection |
OpenEdition Journal |
| language |
Anglais |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/ |
| topic |
histoire Océan Indien géographie globalisation unité d’analyse enseignement Braudel Fernand history globalization Indian Ocean geography unit of analysis teaching Braudel Fernand |
| spellingShingle |
histoire Océan Indien géographie globalisation unité d’analyse enseignement Braudel Fernand history globalization Indian Ocean geography unit of analysis teaching Braudel Fernand Sankey, Ingrid Teaching Global History and Geography Using the Indian Ocean as a Unit of Analysis |
| description |
The units of analysis historians and geographers use dictate what questions are asked, which stories are told and eventually which patterns emerge. Units of analysis are framing tools that help scholars identify global patterns. By focusing on seas and ocean basins, one can bring out the processes of interaction that link peoples living in the various regions around a sea and ocean basin. Nowadays, as Global History is emerging as a new historical paradigm and as a form of “global geography” is being taught in French high schools, the Indian Ocean framework, like the Mediterranean Sea decades ago with historians such as Fernand Braudel, is commonly used to explain the early development of global trade networks and regional cross-cultural interactions in what is commonly referred to as the “Old World”, as opposed to the “New World” “discovered” by Christopher Columbus in 1492. This article deals with this recent and unprecedented use of the Indian Ocean as a global framework for historical and geographical analysis in teaching and research fields and explains why teaching about the Indian Ocean world as a zone of dynamic interaction between peoples makes more pedagogical, historical and geographical sense than teaching about it through traditionally delineated national or continental units in a globalized world. It also discusses the limitations of the use of such a broad unit of analysis and the potential consequences of a teleological bias that prompts historians and teachers to try integrating the human past into a comprehensive big picture that emphasises the shared experiences of all humans sometimes at the expense of a somewhat traditional historiography, focusing on the idea that the human past is marked by important differences between peoples across space and time. The conclusion assesses how global historians and geographers are attempting to reconcile the idea of an increasing integration at the global scale with that of proliferating difference at the local and regional scales and envisages the ways in which they can construct and teach a global historical and geographical narrative of the past and of our contemporary world that may help students understand the growing complexities and challenges of globalization, including global environmental issues such as the building of a sustainable future for all. |
| author |
Sankey, Ingrid |
| author_facet |
Sankey, Ingrid |
| author_sort |
Sankey, Ingrid |
| title |
Teaching Global History and Geography Using the Indian Ocean as a Unit of Analysis |
| title_short |
Teaching Global History and Geography Using the Indian Ocean as a Unit of Analysis |
| title_full |
Teaching Global History and Geography Using the Indian Ocean as a Unit of Analysis |
| title_fullStr |
Teaching Global History and Geography Using the Indian Ocean as a Unit of Analysis |
| title_full_unstemmed |
Teaching Global History and Geography Using the Indian Ocean as a Unit of Analysis |
| title_sort |
teaching global history and geography using the indian ocean as a unit of analysis |
| publisher |
Angles |
| publishDate |
2020 |
| container_title |
URI:https://journals.openedition.org/angles |
| url |
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/angles.810 https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/angles/810 |
| _version_ |
1877293948101197824 |
| spelling |
openedition-oai:revues.org:angles_810 https://doi.org/10.4000/angles.810 urn:doi:10.4000/angles.810 en https://journals.openedition.org/angles/810 2020-07-16T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/9myy https://creativecommons.org/licenses/by/4.0/ Teaching Global History and Geography Using the Indian Ocean as a Unit of Analysis Angles Société des Anglicistes de l'Enseignement Supérieur info:eu-repo/semantics/reference/issn/2274-2042 URI:https://journals.openedition.org/angles Sankey, Ingrid histoire Océan Indien géographie globalisation unité d’analyse enseignement Braudel Fernand history globalization Indian Ocean geography unit of analysis teaching Braudel Fernand The units of analysis historians and geographers use dictate what questions are asked, which stories are told and eventually which patterns emerge. Units of analysis are framing tools that help scholars identify global patterns. By focusing on seas and ocean basins, one can bring out the processes of interaction that link peoples living in the various regions around a sea and ocean basin. Nowadays, as Global History is emerging as a new historical paradigm and as a form of “global geography” is being taught in French high schools, the Indian Ocean framework, like the Mediterranean Sea decades ago with historians such as Fernand Braudel, is commonly used to explain the early development of global trade networks and regional cross-cultural interactions in what is commonly referred to as the “Old World”, as opposed to the “New World” “discovered” by Christopher Columbus in 1492. This article deals with this recent and unprecedented use of the Indian Ocean as a global framework for historical and geographical analysis in teaching and research fields and explains why teaching about the Indian Ocean world as a zone of dynamic interaction between peoples makes more pedagogical, historical and geographical sense than teaching about it through traditionally delineated national or continental units in a globalized world. It also discusses the limitations of the use of such a broad unit of analysis and the potential consequences of a teleological bias that prompts historians and teachers to try integrating the human past into a comprehensive big picture that emphasises the shared experiences of all humans sometimes at the expense of a somewhat traditional historiography, focusing on the idea that the human past is marked by important differences between peoples across space and time. The conclusion assesses how global historians and geographers are attempting to reconcile the idea of an increasing integration at the global scale with that of proliferating difference at the local and regional scales and envisages the ways in which they can construct and teach a global historical and geographical narrative of the past and of our contemporary world that may help students understand the growing complexities and challenges of globalization, including global environmental issues such as the building of a sustainable future for all. Les unités d’analyse que les historiens et les géographes utilisent déterminent quelles sont les questions posées, quelles histoires sont racontées et, en fin de compte, quels motifs récurrents en émergent. Les unités d’analyse sont des outils d’encadrement qui permettent aux chercheurs d’identifier les modèles mondiaux. Ainsi, en mettant l’accent sur les bassins maritimes et océaniques, on peut faire ressortir plus clairement les processus d’interaction qui relient les peuples vivant dans les différentes régions autour d’un bassin maritime et océanique. De nos jours, alors que l’histoire mondiale apparaît comme un nouveau paradigme historique, et qu’une forme de “géographie mondiale” est enseignée dans les lycées français, le cadre de l’océan Indien, comme la Méditerranée il y a plusieurs décennies à l’instar de Fernand Braudel, est couramment utilisé pour expliquer le développement précoce des réseaux commerciaux mondiaux et les interactions interculturelles régionales dans ce que l’on appelle communément le “Monde antique”, par opposition au “Nouveau Monde” “découvert” par Christophe Colomb en 1492. Cet article traite de cette utilisation récente et sans précédent de l’océan Indien en tant que cadre mondial pour l’analyse historique et géographique dans les domaines de l’enseignement et de la recherche. Il expliquera pourquoi enseigner le monde de l’océan indien en tant que zone d’interaction dynamique entre les peuples a plus de sens pédagogiquement et historiquement parlant dans un monde globalisé que l’enseigner à travers les unités nationales ou continentales traditionnelles. Il examine également les limites de l’utilisation d’une telle unité d’analyse large et les conséquences potentielles d’un biais téléologique menant les historiens et les enseignants à essayer d’intégrer le passé humain dans un grand tableau complet qui met l’accent sur les expériences partagées de tous les êtres humains au détriment d’une historiographie quelque peu traditionnelle axée sur l’idée que le passé humain est marqué par des différences importantes entre les peuples, à travers l’espace et le temps. La conclusion évalue la façon dont les historiens et les géographes mondiaux tentent de concilier l’idée d’une intégration croissante à l’échelle mondiale avec celle de la prolifération des différences aux échelles locales et régionales et envisage la façon dont ils peuvent construire et enseigner un récit historique et géographique mondial du passé et de notre monde contemporain qui peut aider les élèves à comprendre les complexités et les défis croissants de la mondialisation, y compris les problèmes environnementaux mondiaux tels que la construction d’un avenir durable pour tous. |