Why History Matters

Tosh, John

doi:10.1007/978-1-137-09412-4

Cited by 92 publications

(47 citation statements)

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“…In most European countries supranational perspectives are a tangential part of the history curriculum, featuring only when it comes to topics such as classical Greek and Roman culture, colonial history, the economic depression of 1929, and the world wars. Overwhelmingly, national history dominates the curriculum of most European high schools (Chenntouf 2005, Tosh 2008). Although there have been moves to develop a 'European' dimension to school history which draws attention to the shared cultural heritage of European nations, this has not extended to the idea of a shared human history that might consider global perspectives (Slater 1995, Van der Leeuw-Roord 2001 of government attempts to influence history education programmes in nearly all European countries (Philips 1998, Symcox andWilschut 2009).…”

mentioning

confidence: 99%

High school students’ views on history

Grever

Pelzer

Haydn

2011

Journal of Curriculum Studies

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mentioning

confidence: 99%

High school students’ views on history

Grever

Pelzer

Haydn

2011

Journal of Curriculum Studies

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“…That should be our contribution to a 'revitalised public'. (Tosh, 2008) This open exposure of academics to the public inside digital spaces is revealed in, for example: • the global digital storytelling project ds106 [4], which started at the University of Mary Washington and extended the collaborative nature of storytelling using social media; • the development of academic commons using open-source technologies like Drupal and WordPress, which are designed collaboratively to connect the social world of the institution to the resources, artefacts, networks and conversations that emerge from its practices (City University of New York, 2012; De Montfort University, 2012). In working against commodification and enclosure, it is the idea of the academic commons that best supports the digital implementation of the collectivised and democratic responses to disruption that the Edufactory (Thorburn, 2012) has noted.…”

Section: Academic Practices and Open Educationmentioning

confidence: 97%

Academic Activism in the Face of Enclosure in the Digital University

Hall

2013

Power and Education

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The role of the academic, both inside and beyond the university, is under scrutiny across global higher education. In part, this is tied to the neo-liberal agenda for universities, which is underpinned by a discourse of marketisation and commodification. In part, it is amplified by the production and use of digital technologies, and the contested nature of those technologies in reproducing or reinscribing existing practices. One emerging area of interest is the role of digital technology in academic futures, especially in a world of increasing complexity and disruption. In future scenarios that are disrupted by socio-environmental crises like peak oil and climate change, the development of individual and social resilience, or the ability to adapt to such disruption, becomes imperative. This article examines how digital technologies might impact the practices of the academic in the face of disruption. Three key areas of interplay between academics and technologies are identified: firstly, in developing open educational opportunities; secondly, in engaging with the preservation of data, relationships and narratives; and thirdly, in understanding the interconnections between technology and humanity, revealed as the 'cybernetic hypothesis'. Thus, it is argued that digital technologies might enable academics to take an activist role in helping communities to engage with uncertainty.

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“…Such examples could be multiplied; history is far from moribund as a policy science. In addition, there is a growing published literature on the relationship between history and policy which examines, analyses and in some cases, theorises the relationship (Porter, 1981;Berridge, 2008;Tosh, 2008;Berridge, 2010;Guldi and Armitage, 2014;Green, 2016).…”

Section: Recent Initiatives For History and Policymentioning

confidence: 99%

Why policy needs history (and historians)

Berridge

2018

HEPL

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Policy makers like the idea of new initiatives and fresh starts, unencumbered by, even actively overthrowing, what has been done in the past. At the same time, history can be pigeonholed as fusty and antiquarian, dealing with long past events of no relevance to the present. Academic historians are sometimes bound up in their own worlds. The debates central to academe may have little direct relevance to the immediate concerns of policy making. The paper argues that history, as the evidence-based discipline par excellence, is as relevant as other approaches to evidence-based policy making. Case studies can show us the nature of that relevance. How to achieve influence for history also needs discussion. The relationship is not straightforward and will vary according to time and place. History is an interpretative discipline, not just a collection of 'facts'. The paper discusses how historians work and why it is important for policy makers to engage, not just with history, but with historians as well. Historians too need to think about the value of bringing their analysis into policy.

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Why History Matters

Cited by 92 publications

References 0 publications

High school students’ views on history

High school students’ views on history

Academic Activism in the Face of Enclosure in the Digital University

Why policy needs history (and historians)

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