Teaching the nation’s story: comparing public debates and classroom perspectives on history education in Australia and Canada

Clark, Anna

doi:10.1080/00220270903139635

Cited by 44 publications

(24 citation statements)

References 13 publications

(3 reference statements)

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“…Det är något som bör framhållas som ett annat resultat av denna studie. Tidigare forskning har också diskuterat att en nationellt orienterad historieundervisning riskerar att ytterligare fjärma eleverna från historieämnet (Clark, 2009). Läraren Lenas problem kan ses i ljuset av detta.…”

Section: Diskussionunclassified

På tal om historieundervisning: Perspektiv på undervisning i historia på mellanstadiet

Stolare

2014

ADNO

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I denna artikel undersöks historieundervisning för yngre barn, årskurserna 4-6, i den svenska grundskolan. Vad är det för historieämne som framträder och hur kan relationen mellan delarna i en historisk praktik förstås? Historie-undervisningen för dessa delar av grundskolan har i mindre utsträckning uppmärksammats av den nordiska historiedidaktiska forskningen. Det huvud-sakliga empiriska underlaget utgörs här av semistrukturerade intervjuer med fem lärare. Utgångspunkten för analysen blir således lärarnas tal om under-visningen. Analysen genomförs med hjälp av en disciplinärt förankrad historie¬didaktisk analysram. Den består av tre delar: 1. Historiska narrativ, 2. Strukturerande idéer och begrepp samt 3. Strategiska praktiker. Under-sökningen visar att undervisningen i stor utsträckning orienterar kring ett nationellt inriktat historiskt narrativ. Mindre fokus hamnar på de två övriga delarna, strukturerande idéer och begrepp samt strategiska praktiker. Och när väl dessa delar behandlas görs det inte i relation till det historiska narrativet. Tidigare forskning har visat att historieundervisningens tyngdpunkt i de nordiska länderna, men också internationellt, tenderar att ligga på historiska narrativ. Under senare år har också framkommit att det historiska narrativet för till exempel den svenska gymnasieskolan innehåller framträdande inter-nationella perspektiv. Så är alltså inte fallet för årskurserna 4-6, där narrativet fortfarande har nationens födelse och utveckling som en central tematik. Antyder det att man kan tala om två lite olika historieämnen i ungdomsskolan?

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Section: Diskussionunclassified

På tal om historieundervisning: Perspektiv på undervisning i historia på mellanstadiet

Stolare

2014

ADNO

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“…However, during the second half of the 1990s, a discussion of a perceived lack of historical knowledge and awareness among the youth surfaced in Sweden, and this was a discussion similar to the outcry at the time about children not knowing history in other national contexts (e.g. Clark, 2009). The perception in Sweden's case was built on an inquiry that uncovered an overwhelming ignorance of the Holocaust among Swedish youth.…”

Section: Introductionmentioning

confidence: 95%

Navigating historical thinking in a vocational setting: teachers interpreting a history curriculum for students in vocational secondary education

Ledman¹

2014

Journal of Curriculum Studies

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To cite this article: Kristina Ledman (2015) Navigating historical thinking in a vocational setting: teachers interpreting a history curriculum for students in vocational secondary education, Journal of Curriculum Studies, 47:1, 77-93, Navigating historical thinking in a vocational setting: teachers interpreting a history curriculum for students in vocational secondary education KRISTINA LEDMAN In Sweden, history has recently become a compulsory subject in upper secondary vocational education and training (VET). The aim of this interview study with teachers was to problematize the transition between the ideals of history education in the curriculum and the everyday practices of history teaching. It investigated how the teachers assess the objectives of the history curriculum and how they relate the curriculum to their knowledge and conceptions of their students. This study complicates the phenomenon of academic subjects in vocational education and provides an empirical example to centre a discussion of the challenges associated with a history curriculum that seeks to acknowledge different orientations of history teaching. The teachers articulated potential problems that stem from the students' capabilities and motivation. The objectives of the disciplinary and critical orientation assume factual knowledge, which, according to the teachers, the students do not have. In the interviews, the teachers showed that they seek to transform the curriculum to allow them to teach more substantive knowledge. Continuing citizenship education for students in upper secondary VET through compulsory academic subjects, such as history, might contribute less than expected to the individual's process of becoming a citizen.

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“…Oyeranmi (2016) explained that the history of education in Nigeria realized as the former national future and identity of a country. Other researcher is : Clark (2009) which refers to the persistent concerns on Wawan Darmawan & Agus Mulyana A History and Ideology in the Development of the Writing of History Textbooks for High School in the Time of New Order andReformation in Indonesia (1994-2013) or political coloring the text books of history, usually stipulated in the curriculum. Only because it concerns the policy of the government not to textbooks into a "regime" propaganda tool in power.…”

Section: Introductionmentioning

confidence: 99%

A History and Ideology in the Development of the Writing of History Textbooks for High School in Indonesia 1994-2013

Darmawan

Mulyana

2019

Historia

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This article reveals the results of research on the contents of history subjects in history textbooks for High School that issued in two different government, those are the New Order Government and Reformation Government, which are considered to contain ideological messages. History textbooks that flowed from the curriculum follows on government policies. That wasn’t surprising if the government changed, they will change the curriculum, and also change the content of text books, in this case includes the history text books. The change indicates that history text books cannot be separated from the interests of the government’s ideology. The aim of this research is wanting to reveal the forms of ideology that is present in the content of history text books. The method that used is critical discourse analysis to know the ideological discourse in history text books from two different government periods. The history text books that are examined based on the 1994 Curriculum and the 2013 Curriculum to indicate two curriculums results from two reigns. Based on the results of this research, it can be compared with the ideology of writing content of history text books in the New Order and Reformation period, there are includes communism and Pancasila, deceit democracy and freedom for democracy, militarism and anti-militarism, neoliberalism and anti-communism, liberalism and anti-liberalism. However, there is still a single narrative of the nation in the New Order that could not be replaced by the Reformation era.

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Teaching the nation’s story: comparing public debates and classroom perspectives on history education in Australia and Canada

Cited by 44 publications

References 13 publications

På tal om historieundervisning: Perspektiv på undervisning i historia på mellanstadiet

På tal om historieundervisning: Perspektiv på undervisning i historia på mellanstadiet

Navigating historical thinking in a vocational setting: teachers interpreting a history curriculum for students in vocational secondary education

A History and Ideology in the Development of the Writing of History Textbooks for High School in Indonesia 1994-2013

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