Arthur Chapman
Biographic Data
| ID | 3715511 |
|---|---|
| NAME | Arthur Chapman |
| GIVEN NAMES | Arthur |
| FAMILY NAME | Chapman |
| SIGNATURE | CHAPMAN A |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-5727-0461 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1926 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Complex outcomes of recontextualised history
This paper compares the history curricula in Sweden, England and Finland from the perspective of curricular aims and content. Three approaches to the recontextualisation of knowledge in the curricula were employed. First, a comparative analysis of the aims of the three curricula was carried out using a simple binary contrast between history for its own sake and history for other purposes. Second, the curricula were re-examined by drawing on the a…
Powerful knowledge, school subjects and the curriculum
This introductory essay presents a special issue that foregrounds school subjects as purpose-built educational enterprises and reconsiders the role of powerful knowledge in national curricula. Framed against the marginalization of knowledge in both global policy reforms and contemporary curriculum theory, it argues for renewed attention to the educational purpose, content, and construction of school subjects by engaging with questions such as: Wh…
Nationalising the curriculum 1991-2013. The English National Curriculum as a roman national
The aims of history education are inevitably contested and particularly so in the context of the United Kingdom where at least four nations are contained within one state structure. This article reviews the project of the English National Curriculum, introduced in 1988-1991, and revised and reissued since on four further occasions, and it traces change and continuity in the contents and disciplinary framing of the curriculum over time. Contrasts …
The British Isles
Sounding the Silences
Collecting and Dividing Identities in the Age of Brexit
Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos
Se sabe relativamente poco acerca de las ideas de los maestros en formación sobre la naturaleza y el propósito de la enseñanza de la historia. Este artículo revisa la investigación sobre este tema y presenta un análisis de cómo el currículum nacional inglés ha conceptualizado los objetivos de la enseñanza de la historia desde el año 1991. Los datos derivados de una discusión en línea permiten explorar el pensamiento de 40 docentes de historia en …
Enfoques historiográficos y representaciones sociales en los libros de texto. Un estudio comparativo, España-Francia-Inglaterra
This paper analyzes the historiographical approaches and national, European and extra-European social representations in Secondary Education textbooks in Spain, France and England. We have chosen for the sample 18 textbooks used in the first two years of secondary education in the three countries, and. we have selected three large, renowned publishers within each country (Anaya, Oxford and Vicens Vives for Spain; Belin, Bordas and Lelivrescolaire…
Understanding what young people know
This article draws on research into young people’s knowledge and understanding of the Holocaust conducted by the UCL Centre for Holocaust Education (CfHE). Two questions are addressed: “How can we theorize and measure development and progression in young people’s historical knowledge and understanding of the Holocaust?” and “How can empirical social scientific research methods be used to help us describe young people’s knowledge and understanding…
Holocaust education 25 years on
This essay provides an introductory overview to the articles contained within this special issue. It suggests that the recent passage of 25 years since the Holocaust first appeared as a statutory subject in the English National Curriculum represents a key moment to “mark time”: that is, to make the first moves in constructing an anthropology of Holocaust education in the postmodern epoch. It is argued that the need for this is pressing, not least…
Los procedimientos de evaluación en la clase de historia. Un análisis comparativo a través de las opiniones de los docentes en formación en España e Inglaterra
El objetivo principal de este trabajo ha sido realizar un estudio comparativo de las opiniones y percepciones de los docentes en formación de España e Inglaterra sobre los procedimientos, actividades y ejercicios más adecuados para evaluar los conocimientos y competencias históricas. Para conseguir este objetivo se ha elaborado un cuestionario cerrado con una escala de valoración tipo Likert (1-5). La muestra la componen 506 cuestionarios de estu…
Interpreting Primo Levi
The legacy of antifascist partisan, Auschwitz survivor, and author Primo Levi continues to drive exciting interdisciplinary scholarship. The contributions to this intellectually rich, tightly organize
Interpreting Primo Levi
MasterClass in History Education
List of Figures and Tables Notes on Contributors Series Editor's Foreword Introduction, Christine Counsell, Katharine Burn and Arthur Chapman Part I: Researching History Education 1.Historical Change: In Search of Argument, Rachel Foster 2.Historical Causation: Counter-Factual Reasoning and the Power of Comparison, Ellen Buxton 3.Knowledge and Language: Being Historical With Substantive Concepts, Michael Fordham 4.Frameworks for Big History: Teac…
MasterClass in History Education
MasterClass in History Education draws on international research and practice to present effective and engaging approaches for history teachers who want to explore the ways in which reading, research and reflection can support the development of history teaching and learning in the classroom. At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history tea…
Taking the perspective of the other seriously? understanding historical argument
This paper discusses the nature of argument and its role and importance in historical learning. The paper describes pedagogic strategies developed to help school pupils understand what argument is, model how arguments work and think about how arguments can be evaluated. These strategies are explained as generic critical thinking strategies and the article then demonstrates how these strategies can be applied in history education contexts. The str…
Constructing History 11–19
'Constructing History 11-19' provides a diverse yet remarkably coherent array of case studies of constructivist history teaching
Introduction
Out Where the West Begins
Taking the perspective of the other seriously? understanding historical argument
This paper discusses the nature of argument and its role and importance in historical learning. The paper describes pedagogic strategies developed to help school pupils understand what argument is, model how arguments work and think about how arguments can be evaluated. These strategies are explained as generic critical thinking strategies and the article then demonstrates how these strategies can be applied in history education contexts. The str…
Holocaust education 25 years on
This essay provides an introductory overview to the articles contained within this special issue. It suggests that the recent passage of 25 years since the Holocaust first appeared as a statutory subject in the English National Curriculum represents a key moment to “mark time”: that is, to make the first moves in constructing an anthropology of Holocaust education in the postmodern epoch. It is argued that the need for this is pressing, not least…
Enfoques historiográficos y representaciones sociales en los libros de texto. Un estudio comparativo, España-Francia-Inglaterra
This paper analyzes the historiographical approaches and national, European and extra-European social representations in Secondary Education textbooks in Spain, France and England. We have chosen for the sample 18 textbooks used in the first two years of secondary education in the three countries, and. we have selected three large, renowned publishers within each country (Anaya, Oxford and Vicens Vives for Spain; Belin, Bordas and Lelivrescolaire…
Understanding what young people know
This article draws on research into young people’s knowledge and understanding of the Holocaust conducted by the UCL Centre for Holocaust Education (CfHE). Two questions are addressed: “How can we theorize and measure development and progression in young people’s historical knowledge and understanding of the Holocaust?” and “How can empirical social scientific research methods be used to help us describe young people’s knowledge and understanding…
Los procedimientos de evaluación en la clase de historia. Un análisis comparativo a través de las opiniones de los docentes en formación en España e Inglaterra
El objetivo principal de este trabajo ha sido realizar un estudio comparativo de las opiniones y percepciones de los docentes en formación de España e Inglaterra sobre los procedimientos, actividades y ejercicios más adecuados para evaluar los conocimientos y competencias históricas. Para conseguir este objetivo se ha elaborado un cuestionario cerrado con una escala de valoración tipo Likert (1-5). La muestra la componen 506 cuestionarios de estu…
Out Where the West Begins
Constructing History 11–19
'Constructing History 11-19' provides a diverse yet remarkably coherent array of case studies of constructivist history teaching
Introduction
Taking the perspective of the other seriously? understanding historical argument
This paper discusses the nature of argument and its role and importance in historical learning. The paper describes pedagogic strategies developed to help school pupils understand what argument is, model how arguments work and think about how arguments can be evaluated. These strategies are explained as generic critical thinking strategies and the article then demonstrates how these strategies can be applied in history education contexts. The str…
Interpreting Primo Levi
The legacy of antifascist partisan, Auschwitz survivor, and author Primo Levi continues to drive exciting interdisciplinary scholarship. The contributions to this intellectually rich, tightly organize
Interpreting Primo Levi
MasterClass in History Education
List of Figures and Tables Notes on Contributors Series Editor's Foreword Introduction, Christine Counsell, Katharine Burn and Arthur Chapman Part I: Researching History Education 1.Historical Change: In Search of Argument, Rachel Foster 2.Historical Causation: Counter-Factual Reasoning and the Power of Comparison, Ellen Buxton 3.Knowledge and Language: Being Historical With Substantive Concepts, Michael Fordham 4.Frameworks for Big History: Teac…
MasterClass in History Education
MasterClass in History Education draws on international research and practice to present effective and engaging approaches for history teachers who want to explore the ways in which reading, research and reflection can support the development of history teaching and learning in the classroom. At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history tea…
Enfoques historiográficos y representaciones sociales en los libros de texto. Un estudio comparativo, España-Francia-Inglaterra
This paper analyzes the historiographical approaches and national, European and extra-European social representations in Secondary Education textbooks in Spain, France and England. We have chosen for the sample 18 textbooks used in the first two years of secondary education in the three countries, and. we have selected three large, renowned publishers within each country (Anaya, Oxford and Vicens Vives for Spain; Belin, Bordas and Lelivrescolaire…
Understanding what young people know
This article draws on research into young people’s knowledge and understanding of the Holocaust conducted by the UCL Centre for Holocaust Education (CfHE). Two questions are addressed: “How can we theorize and measure development and progression in young people’s historical knowledge and understanding of the Holocaust?” and “How can empirical social scientific research methods be used to help us describe young people’s knowledge and understanding…
Holocaust education 25 years on
This essay provides an introductory overview to the articles contained within this special issue. It suggests that the recent passage of 25 years since the Holocaust first appeared as a statutory subject in the English National Curriculum represents a key moment to “mark time”: that is, to make the first moves in constructing an anthropology of Holocaust education in the postmodern epoch. It is argued that the need for this is pressing, not least…
Los procedimientos de evaluación en la clase de historia. Un análisis comparativo a través de las opiniones de los docentes en formación en España e Inglaterra
El objetivo principal de este trabajo ha sido realizar un estudio comparativo de las opiniones y percepciones de los docentes en formación de España e Inglaterra sobre los procedimientos, actividades y ejercicios más adecuados para evaluar los conocimientos y competencias históricas. Para conseguir este objetivo se ha elaborado un cuestionario cerrado con una escala de valoración tipo Likert (1-5). La muestra la componen 506 cuestionarios de estu…
Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos
Se sabe relativamente poco acerca de las ideas de los maestros en formación sobre la naturaleza y el propósito de la enseñanza de la historia. Este artículo revisa la investigación sobre este tema y presenta un análisis de cómo el currículum nacional inglés ha conceptualizado los objetivos de la enseñanza de la historia desde el año 1991. Los datos derivados de una discusión en línea permiten explorar el pensamiento de 40 docentes de historia en …
Collecting and Dividing Identities in the Age of Brexit
Sounding the Silences
The British Isles
Nationalising the curriculum 1991-2013. The English National Curriculum as a roman national
The aims of history education are inevitably contested and particularly so in the context of the United Kingdom where at least four nations are contained within one state structure. This article reviews the project of the English National Curriculum, introduced in 1988-1991, and revised and reissued since on four further occasions, and it traces change and continuity in the contents and disciplinary framing of the curriculum over time. Contrasts …
Complex outcomes of recontextualised history
This paper compares the history curricula in Sweden, England and Finland from the perspective of curricular aims and content. Three approaches to the recontextualisation of knowledge in the curricula were employed. First, a comparative analysis of the aims of the three curricula was carried out using a simple binary contrast between history for its own sake and history for other purposes. Second, the curricula were re-examined by drawing on the a…
Powerful knowledge, school subjects and the curriculum
This introductory essay presents a special issue that foregrounds school subjects as purpose-built educational enterprises and reconsiders the role of powerful knowledge in national curricula. Framed against the marginalization of knowledge in both global policy reforms and contemporary curriculum theory, it argues for renewed attention to the educational purpose, content, and construction of school subjects by engaging with questions such as: Wh…
Educator Training and Historical Pedagogy (13 works) · Sociology (9 works) · History (8 works) · Philosophy (7 works) · Political science (7 works) · Pedagogy (6 works) · Curriculum (5 works) · Epistemology (5 works) · Psychology (5 works) · Computer Science (4 works)