Recovering history education's forgotten past : diversity and change in professional discourse in England, 1944-1962
This study explores diversity and change in the professional discourse of history education texts published in England between 1944 and 1962. Specifically, it examines post-war authorsâ views on the aims of history education and on the role that primary source materials should play in the teaching of history. This analysis reveals that this professional discourse emerged as part of a dynamic social practice in which a vibrant community of post-war authors set out their various visions for a âproposedâ history education. This textual analysis draws on methods of discourse analysis, which focus on the selection and structuring of ideas. A review of the secondary literature, which reflected back on on post-war history education revealed the existence of two contradictory positions. On the one hand, contemporary critics have heralded the period as a âDark Ageâ in which rote learning, dull pedagogy and obedience to a narrow and celebratory history dominated. In contrast, on the other hand, other commentators have viewed the period as a âGolden Ageâ whereby history teaching was underpinned by robust civic and moral aims and in which pupils readily acquired a positive and secure national historical
Edwards, C.
Recovering history education's forgotten past : diversity and change in professional discourse in England, 1944-1962. This study explores diversity and change in the professional discourse of history education texts published in England between 1944 and 1962. Specifically, it examines post-war authorsâ views on the aims of history education and on the role that primary source materials should play in the teaching of history. This analysis reveals that this professional discourse emerged as part of a dynamic social practice in which a vibrant community of post-war authors set out their various visions for a âproposedâ history education. This textual analysis draws on methods of discourse analysis, which focus on the selection and structuring of ideas. A review of the secondary literature, which reflected back on on post-war history education revealed the existence of two contradictory positions. On the one hand, contemporary critics have heralded the period as a âDark Ageâ in which rote learning, dull pedagogy and obedience to a narrow and celebratory history dominated. In contrast, on the other hand, other commentators have viewed the period as a âGolden Ageâ whereby history teaching was underpinned by robust civic and moral aims and in which pupils readily acquired a positive and secure national historical
history_education forget past diversity change professional discourse england study_explores diversity change professional discourse history_education text_publish england specifically examine post_war author view aim history_education role primary_source_material play teach history analysis_reveals professional discourse emerge part dynamic social_practice vibrant community post_war author set various vision propose history_education textual_analysis draw method discourse_analysis focus selection structure idea review secondary_literature reflect back post_war history_education reveal existence contradictory position one_hand contemporary critic herald period dark_age learning pedagogy obedience narrow history dominate contrast hand commentator view period golden_age whereby history teaching underpinned robust civic moral aim pupil readily acquire positive secure national historical