[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596489-105":59,"doc-detail-596489-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-role-of-interpretative-communities-in-remembering-and-learning","The Role of Interpretative Communities in Remembering and Learning","","Students’ memories and learning strategies are grounded in social relationships, political orientations, cultural meanings, worldviews, and historical experiences. Using qualitative methods, the study examines how Canadian students remember and learn about the War on Terror, based on narratives from ninety-nine learners at an urban Ontario university. Beyond textual resources, remembering and learning are shown to involve influential interpretative communities that shape knowledge consumption and negotiation in and outside classrooms, informing teaching strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-interpretative-communities-in-remembering-and-learning/596489/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-interpretative-communities-in-remembering-and-learning/596489.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What factors shape Canadian students’ memories and learning strategies in this study?","Question",{"text":112,"@type":113},"Memories and learning strategies are situated in students’ social relationships, political orientations, cultural meanings, worldviews, and historical experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article explain remembering and learning about the War on Terror beyond textual resources?",{"text":117,"@type":113},"It argues that remembering and learning involve interpretative communities—significant “others”—that influence how knowledge is consumed and negotiated in and outside classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical framework guides the study of collective remembering?",{"text":121,"@type":113},"The study uses Wertsch’s theory of collective remembering, which defines it as an active, inherently social, mediated, and dynamic process linked to textual resources and their voices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596489,1792208853,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Role of Interpretative Communities in Remembering and  \nLearning  \nFarhat Shahzad  \nUniversity of Ottawa  \nAuthor’s Note  \nAn earlier version of this paper was presented at the CSSE Annual Conference at Concordia University, Montreal, Quebec. 1 June 2010.  \nNote de l'auteur  \nUne version antérieure de ce document a été présentée à la Conférence annuelle de la SCEE à l'Université Concordia à Montréal, au Québec. Le 1er Juin 2010.  \nAbstract  \nStudents’memories and learning strategies are situated in their social relationships, political orientations, cultural meanings, worldviews, and historical experiences. This study uses qualitative research methods to investigate how Canadian students remember and learn about the War on Terror. It deals with the narratives of ninety-nine students studying in an urban university of Ontario. I find that apart from textual resources, remembering and learning involve a collectivity of significant ‘others’or what I call interpretative communities. These communities play an influential role in the consumption and negotiation of knowledge inside and outside the classrooms thus an understanding of their role may help teachers to enhance their instructional strategies. Key words: Canada; remembering; interpretative communities; narratives; learning.  \nRésumé  \nLes souvenirs des étudiants et leurs stratégies d'apprentissage se situent dans leurs relations sociales, leurs orientations politiques, leurs significations culturelles, leur vision du monde, et leurs expériences antérieures. Cette étude utilise des méthodes de recherche qualitatives pour étudier comment les élèves canadiens se souviennent et apprennent à propos de la guerre contre le terrorisme. Elle traite les récits de 99 étudiants qui étudient dans une université urbaine de l'Ontario. Je trouve qu'en dehors des ressources textuelles, se souvenir et apprendre impliquent un ensemble d'«autres» significatifs, ou ce que  \nj'appelle des communautés interprétatives. Ces communautés jouent un rôle influent dans  \nCANADIAN JOURNAL OF EDUCATION 34, 3 (2011): 301-316 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nl'utilisation et la négociation des connaissances à l'intérieur et l'extérieur de la salle declasse ; ainsi, une compréhension de leur rôle peut aider les enseignants à améliorer leurs stratégies d'enseignement.  \nMots clés : Canada, se souvenir, communautés interprétatives, récits, apprentissage.  \nThe Role of Interpretative Communities in Remembering and Learning  \nDealing with the biases of media, it has become hard to inform my own  \nparadigm on the issue of the War on Terror. However, with the help of  \nclass discussions in my high school, I was able to form an educated  \nopinion that through the process of invasion the United States has achieved ulterior motives. The great need of oil is the underlying issue in this War on Terror andIfirmly believe that the U.S government under  \nGeorge Bush has been a greedy association. Therefore, the knowledge I  \ngained through television and peer-to-peer classroom discussion has  \nimpacted on my opinion.  \nThis statement is taken from a narrative written by a first year university student, which is a part of a research project that investigates how Canadian students remember and learn about the War on Terror. This participant’s memories are not ready-made reflections ofthe events of the war, but eclectic and selective reconstructions based on subsequent actions and perceptions (Lowenthal, 1985), or what he calls “my own paradigm on the issue of the War on Terror.”He symbolizes and classifies the world around him through a complicated process of negotiation, and selectively reconstructs a narrative of the war based on his perception. This perception is the result of an intersection between his agency, information available through digital sources and an influential community inside his classroom “peers”. In several respects, this quote repr","cbCaiayMNsmXVpVt","https://ap.wps.com/l/cbCaiayMNsmXVpVt","pdf",356253,16,"English","# Abstract\n## Theoretical framework\n## Model and Figure 1","[{\"question\":\"What factors shape Canadian students’ memories and learning strategies in this study?\",\"answer\":\"Memories and learning strategies are situated in students’ social relationships, political orientations, cultural meanings, worldviews, and historical experiences.\"},{\"question\":\"How does the article explain remembering and learning about the War on Terror beyond textual resources?\",\"answer\":\"It argues that remembering and learning involve interpretative communities—significant “others”—that influence how knowledge is consumed and negotiated in and outside classrooms.\"},{\"question\":\"What theoretical framework guides the study of collective remembering?\",\"answer\":\"The study uses Wertsch’s theory of collective remembering, which defines it as an active, inherently social, mediated, and dynamic process linked to textual resources and their voices.\"}]","The Role of Interpretative Communities in Remembering and Learning | PDF",1792083173]