Education Sciences

192 KiB

Open AccessArticle

History in Schools and the Problem of “The Nation”

by Terry Haydn

Educ. Sci. 2012, 2(4), 276-289; https://doi.org/10.3390/educsci2040276 - 14 Dec 2012

Cited by 10 | Viewed by 19081

The article examines the enduring popularity of a form of school history which is based predominantly on the idea that the transmission of a positive story about the national past will inculcate in young people a sense of loyalty to the state; a [...] Read more.

The article examines the enduring popularity of a form of school history which is based predominantly on the idea that the transmission of a positive story about the national past will inculcate in young people a sense of loyalty to the state; a reassuring and positive sense of identity and belonging; and a sense of social solidarity with fellow citizens. England is one of the countries which has to at least some extent moved away from this model of school history; but the past few years have seen suggestions for a move back to a history curriculum which focuses predominantly on the transmission of ‘Our Island Story’; and which presents a positive rendering of that story. The history curriculum in England is currently under review; and public pronouncements by politicians; academic historians and newspaper editorials suggest strong pressures towards a restoration of what is often termed ‘traditional’ school history; which was prevalent in English schools before the advent of what has been termed ‘New history’ in the 1970s. The paper questions some of the arguments which have been put forward in order to justify a return to a history curriculum based on a positive and unproblematic narrative of the national story and suggests that such a course of action is based on some unexamined assumptions and a limited understanding of pedagogy and learning. The final section of the paper outlines several weaknesses and flaws in the arguments for reverting to a traditional (i.e. ‘nation-based’ and celebratory) form of school history; and some of the dangers inherent in such a project. Full article

(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)

212 KiB

Open AccessArticle

Harmonizing Two of History Teaching’s Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity

by Paul Zanazanian and Sabrina Moisan

Educ. Sci. 2012, 2(4), 255-275; https://doi.org/10.3390/educsci2040255 - 10 Dec 2012

Cited by 10 | Viewed by 6699

Abstract

This article presents the Quebec ministry of education’s (MELS) strategy for diversifying the national historical narrative that is transmitted in the province’s History and Citizenship Education program as well as the manner in which Francophone national history teachers put this strategy into practice. [...] Read more.

This article presents the Quebec ministry of education’s (MELS) strategy for diversifying the national historical narrative that is transmitted in the province’s History and Citizenship Education program as well as the manner in which Francophone national history teachers put this strategy into practice. In bringing research on their social representations and historical consciousness together, this paper looks at some of the main challenges that these teachers face when specifically harmonizing two of history teaching’s central social functions for catering to narrative diversity. When seeking to adequately balance the transmission of a national identity reference framework with the development of autonomous critical thinking skills, it becomes clear that these teachers’ general quest for positivist-type, true and objective visions of the past as well as their overall attachment to the main markers of their group’s collective memory for knowing and acting Québécois impede them from fully embracing the diversification of the province’s historical narrative. The article ends by raising some important questions regarding the relevance of assisting teachers to authentically develop their own voice and vision for harmonizing the two aforementioned functions of history teaching and for being answerable to the decisions they make when articulating and acting upon such beliefs in class. Full article

(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)

122 KiB

Open AccessEditorial

Publisher’s Note: The Correct ISSN 2227-7102 for Education Sciences

by Shu-Kun Lin

Educ. Sci. 2012, 2(4), 254; https://doi.org/10.3390/educsci2040254 - 5 Dec 2012

Viewed by 4453

Abstract

As the registered title of our journal was changed from “Education (Basel)” (ISSN 2076-3344) to “Education Sciences” (ISSN 2227-7102) in May 2012, we mistakenly continued publishing under the old ISSN number instead of the new one. We would like to clarify that the [...] Read more.

As the registered title of our journal was changed from “Education (Basel)” (ISSN 2076-3344) to “Education Sciences” (ISSN 2227-7102) in May 2012, we mistakenly continued publishing under the old ISSN number instead of the new one. We would like to clarify that the ISSN number on the first pages of the following published papers is incorrect. The correct ISSN number should be 2227-7102. [...] Full article

170 KiB

Open AccessArticle

Disciplinary History and the Situation of History Teachers

by Michael Fordham

Educ. Sci. 2012, 2(4), 242-253; https://doi.org/10.3390/educsci2040242 - 5 Dec 2012

Cited by 12 | Viewed by 6694

Abstract

A growing consensus in the history education community supports the idea that the discipline of history provides the best opportunity for moving beyond a “nation-building” or “skills-based” approach to teaching about the past. The social and temporal characteristics of the discipline of history [...] Read more.

A growing consensus in the history education community supports the idea that the discipline of history provides the best opportunity for moving beyond a “nation-building” or “skills-based” approach to teaching about the past. The social and temporal characteristics of the discipline of history mean such conclusions have important implications for teachers of history who must engage with that academic discipline when designing lessons for their pupils. In order to understand the process by which such a curriculum approach might be effected, it is necessary to posit a relationship between history teachers and the discipline of history that rests upon a theoretical model in which history teachers are understood both to represent and embody the discipline of history when teaching their pupils. Full article

(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)

237 KiB

Open AccessArticle

‘Purpose’ as a Way of Helping White Trainee History Teachers Engage with Diversity Issues

by Richard Harris

Educ. Sci. 2012, 2(4), 218-241; https://doi.org/10.3390/educsci2040218 - 4 Dec 2012

Cited by 6 | Viewed by 6794

Abstract

Based on a three year action research project, this study examines one strand of that research, namely the impact that ‘purpose’, i.e. exploring the range of rationales for studying a subject, has in helping white trainee teachers embrace cultural and ethnic diversity within [...] Read more.

Based on a three year action research project, this study examines one strand of that research, namely the impact that ‘purpose’, i.e. exploring the range of rationales for studying a subject, has in helping white trainee teachers embrace cultural and ethnic diversity within their teaching. Through ‘purpose’ trainees explored different reasons why history should be taught (and by implication what content should be taught and how it should be taught) and the relationship of these reasons to diversity. Focusing on ‘purpose’ appears to have a positive impact on many trainees from white, mono-ethnic backgrounds, enabling them to bring diversity into the school curriculum, in this case history teaching. It offers one way to counter concerns about issues of ‘whiteness’ in the teaching profession and by teaching a more relevant curriculum has a potential positive impact on the achievement of students from minority ethnic backgrounds. Full article

(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)

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203 KiB

Open AccessArticle

Behind the Battle Lines of History as Politics: An International and Intergenerational Methodology for Testing the Social Identity Thesis of History Education

by Tony Taylor and Sue Collins

Educ. Sci. 2012, 2(4), 208-217; https://doi.org/10.3390/educsci2040208 - 23 Nov 2012

Cited by 3 | Viewed by 5364

Abstract

This article critiques popular assumptions that underlie the ongoing politicisation of school history curriculum as an agent of social identity and behaviour. It raises some key research questions which need further investigation and suggests a potential methodology for establishing evidence-based understanding of the [...] Read more.

This article critiques popular assumptions that underlie the ongoing politicisation of school history curriculum as an agent of social identity and behaviour. It raises some key research questions which need further investigation and suggests a potential methodology for establishing evidence-based understanding of the relationship between history education, historical consciousness, identity politics and civil discord. The proposed methodology is based on comparative research of the lived experience of history education and social disposition in two generations in three modern democratic nations each of which represent in their recent histories different models of social integration. The article suggests that without such evidence-based theorisation of the relationship between historical consciousness and social identity, the evolution of history curricula will remain vulnerable to the ongoing incursions of hostile but poorly conceived political rhetoric. Full article

(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)

197 KiB

Open AccessArticle

How Finnish Adolescents Understand History: Disciplinary Thinking in History and Its Assessment Among 16-Year-Old Finns

by Jukka Rantala

Educ. Sci. 2012, 2(4), 193-207; https://doi.org/10.3390/educsci2040193 - 31 Oct 2012

Cited by 17 | Viewed by 6222

Abstract

The success of discipline-based teaching requires an interplay between substantive and procedural knowledge. In Finland, disciplinary thinking was included in the National Core Curriculum and in the final assessment criteria a decade ago, which meant a change in history teaching. The outcome of [...] Read more.

The success of discipline-based teaching requires an interplay between substantive and procedural knowledge. In Finland, disciplinary thinking was included in the National Core Curriculum and in the final assessment criteria a decade ago, which meant a change in history teaching. The outcome of this change is examined in the article with the help of a national-level history test that was conducted in 2011 among 16-year-old Finns. In the test, the adolescents fared moderately well in tasks involving substantive knowledge but more poorly in tasks which measured the mastering of procedural knowledge. In particular, the interplay between these proved to be difficult for the students. The students’ knowledge was found to correspond with the earlier curriculum rather than the objectives of the present one, revealing that not all of the teachers were teaching in accordance with the present demands. Full article

(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)

124 KiB

Open AccessEditorial

Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues

by Ruth Reynolds

Educ. Sci. 2012, 2(4), 190-192; https://doi.org/10.3390/educsci2040190 - 26 Oct 2012

Cited by 1 | Viewed by 5659

Abstract

Despite much rhetoric around the notion of a global citizenship, the overriding focus of civics education, from the viewpoint of examining the international educational curriculum, seems to be on national identity and establishing national boundaries for citizenship education. [...] Full article

(This article belongs to the Special Issue Civics and Citizenship in Its Global Context)

313 KiB

Open AccessArticle

Power Plants, Steam and Gas Turbines WebQuest

by Carlos Ulloa, Guillermo D. Rey, Ángel Sánchez and Ángeles Cancela

Educ. Sci. 2012, 2(4), 180-189; https://doi.org/10.3390/educsci2040180 - 24 Oct 2012

Cited by 1 | Viewed by 7003

Abstract

A WebQuest is an Internet-based and inquiry-oriented learning activity. The aim of this work is to outline the creation of a WebQuest entitled “Power Generation Plants: Steam and Gas Turbines.” This is one of the topics covered in the course “Thermodynamics and Heat [...] Read more.

A WebQuest is an Internet-based and inquiry-oriented learning activity. The aim of this work is to outline the creation of a WebQuest entitled “Power Generation Plants: Steam and Gas Turbines.” This is one of the topics covered in the course “Thermodynamics and Heat Transfer,” which is offered in the second year of Mechanical Engineering at the Defense University Center at the Naval Academy in Vigo, Spain. While participating in the activity, students will be divided into groups of no more than 10 for seminars. The groups will create PowerPoint presentations that include all of the analyzed aspects. The topics to be discussed during the workshop on power plant turbines are the: (1) principles of operation; (2) processes involved; (3) advantages and disadvantages; (4) efficiency; (5) combined cycle; and (6) transversal competences, such as teamwork, oral and written presentations, and analysis and synthesis of information. This paper presents the use of Google Sites as a guide to the WebQuest so that students can access all information online, including instructions, summaries, resources, and information on qualifications. Full article

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195 KiB

Open AccessArticle

History and Super Diversity

by Kate Hawkey

Educ. Sci. 2012, 2(4), 165-179; https://doi.org/10.3390/educsci2040165 - 22 Oct 2012

Cited by 7 | Viewed by 9010 | Correction

Abstract

The article looks at the perspectives on history amongst adolescent children of different backgrounds living in inner-cities in England and builds on previous research in this area. The current article presents exploratory research which focuses on the views of particular groups of adolescents, [...] Read more.

The article looks at the perspectives on history amongst adolescent children of different backgrounds living in inner-cities in England and builds on previous research in this area. The current article presents exploratory research which focuses on the views of particular groups of adolescents, namely those from long established settled immigrant communities; those from more recently arrived migrant and immigrant communities; and those from white indigenous communities. An inclusive, perspectival and dynamic approach towards history education is outlined and the underlying view of knowledge and implications for pedagogy of this approach discussed alongside comparisons with other approaches towards the subject. The exploratory work and analysis is used to generate a research agenda through which history for a super diverse society can be developed. Although the research was conducted in the English context, the issues it raises are pertinent elsewhere. Full article

(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)

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Educ. Sci., Volume 2, Issue 4 (December 2012) – 10 articles , Pages 165-289

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