Lessons in history : citizenship and national identity in the teaching of history in England c1880-1914
The empirical focus of this thesis is the history of history teaching between 1880 and 1914. In particular, it constitutes a study of the intentions which underpinned wrical education. Much of the scholarly research on history teaching's past uses on the history lesson as a site for the downwards filtration of imperia, ideologies into the nation's consciousness, the source material for which has mainly been the subject-specific history textbook. The textbook, however, does not properly reflect the genre of text which the majority of children would have read in their lessons in history. This thesis shifts the focus and thus offers a contribution to knowledge by examining sources which, although largely absent in previous studies, play a significant role in helping us better understand the perceived values of historical education. This thesis, therefore, connects the recommended practice of the historical reading lesson and contemporary educational theory. It is the first substantial study to do so.
Yeandle, Peter David
Lessons in history : citizenship and national identity in the teaching of history in England c1880-1914. The empirical focus of this thesis is the history of history teaching between 1880 and 1914. In particular, it constitutes a study of the intentions which underpinned wrical education. Much of the scholarly research on history teaching's past uses on the history lesson as a site for the downwards filtration of imperia, ideologies into the nation's consciousness, the source material for which has mainly been the subject-specific history textbook. The textbook, however, does not properly reflect the genre of text which the majority of children would have read in their lessons in history. This thesis shifts the focus and thus offers a contribution to knowledge by examining sources which, although largely absent in previous studies, play a significant role in helping us better understand the perceived values of historical education. This thesis, therefore, connects the recommended practice of the historical reading lesson and contemporary educational theory. It is the first substantial study to do so.
history citizenship national_identity teach history england empirical focus history history_teach particular constitutes study intention underpin education much scholarly history_teach past history lesson site downwards ideology nation consciousness source_material mainly subject specific history_textbook textbook however properly reflect genre text majority child would read lesson history shift_focus thus_offer knowledge examine source although largely_absent previous_study play_significant_role help good perceive value historical education therefore connects recommend practice historical reading lesson contemporary educational_theory first substantial study