British Historiography of Education in International Context at the Turn of the Century, 1996–2006

Richardson, William

doi:10.1080/00467600701496898

Cited by 6 publications

(2 citation statements)

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“…They are reflective of and responsive to the changes with which the discipline of history itself was grappling and which shaped the pedagogies used in the enactment of the curriculum. Since the 1960s, history as a discipline had begun to extend its gaze beyond the tales told by the victors to consider the histories of different genders and sexualities, peoples of colour, colonised peoples, and other cultures, faiths and languages (Feldman and Lawrence, 2011), to generate a polyvocal historical record, although the discipline was slower to acknowledge the value of oral histories prevalent in First Nations communities (Richardson, 2007, p. 578). Influenced by the Marxist emphasis on class, these “histories from below” (Feldman and Lawrence, 2011, p. 3) challenged the dominant monocultural narratives that had preceded them.…”

Section: Introductionmentioning

confidence: 99%

“…This is not to say historiography was a new concept, but rather that its importance to disciplinary history increased at this time. This shift was then further accelerated by the cultural turn of the 1990s, which looked to feminist, settler-colonial and other theoretical positions in reshaping the disciplinary approach of history (Richardson, 2007, p. 583).…”

Section: Introductionmentioning

confidence: 99%

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The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations histories

Bedford

2023

HER

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PurposeThis essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.Design/methodology/approachThis article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.FindingsThe debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.Originality/valueThe new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations histories

Bedford

2023

HER

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Trends in the History of Medieval and Early Modern Education inHEQ

Carlsmith

2021

Hist. of Ed. Quarterly

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This issue of the History of Education Quarterly (HEQ) focuses on education in medieval and early modern Europe (c. 1100-1750), a period that has received limited attention in the journal. Within this chronological and geographical scope, our five authors examine diverse topics that shed light on the roots of modern educational traditions and structures. For example: What was the form and function of the medieval academic and daily calendar, which schools and universities generally follow today? What educational opportunities were available to girls and women inside, and especially outside, the medieval and early modern classroom? How should we account for private tutoring, domestic training, self-instruction, peer-based pedagogy, and other opportunities? In reconstructing the educational past (and present), should we focus on those Natalie Zemon Davis has termed "women worthies" for whom we have more abundant sources, or should we explore women (and men) at all social levels, even if they have left us fewer records? Lastly, how has the Catholic Church approached the education of young people from the sixteenth century to the present?Exploring such questions offers an opportunity to better understand those who provided and received instruction at all levels in the premodern era. The importance of this subfield is even more evident in light of the steady decline in the number of such studies within HEQ and across the history of education field.During the sixty years of its existence , HEQ has published forty-six articles about medieval and early modern Europe. 1 This subset constitutes 4.8 percent

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In search of ‘time-tested truths’: historical perspectives on educational administration

Aldrich

2014

Journal of Educational Administration and History

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British Historiography of Education in International Context at the Turn of the Century, 1996–2006

Cited by 6 publications

References 2 publications

The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations histories

The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations histories

Trends in the History of Medieval and Early Modern Education inHEQ

In search of ‘time-tested truths’: historical perspectives on educational administration

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