Contesting the Past, Constructing the Future

History, Identity and Politics in Schools

Dados Bibliográficos

ID8407014
AutoresRobert Phillips (0000-0001-6308-5054), R F Phillips (Swansea University, autor correspondente)
Ano1998
Volume46
Fascículo1
Páginas40-53
Data de publicação1998-03-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoBritish Journal of Educational Studies (JOURNAL)
Identificadores do periódicoISSN: 0007-1005 • E-ISSN: 1467-8527
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1111/1467-8527.00069
OpenAlexW4231629476
IdiomaEN
Citações recebidas17

This paper examines the ways in which the history curriculum in UK schools has been subject to contestation in recent years and considers the implications of the impact of postmodernism — particularly consumption — upon history teaching. It explores the relationship between ‘official history’taught in schools and the ‘unofficial histories’which influence children in the community, in the media and through the heritage industry. It argues that the powerful images gained outside the ‘official’environment have profound implications for the ways in which children are influenced and socialized, which may cause schools to reconceptualize the way history is taught. In particular, it considers the implications of Giroux’s (1992) concept of a ‘order pedagogy’for history teaching

Aesthetics · Consumption (sociology) · Curriculum · Epistemology · Identity (music) · Order (exchange) · Pedagogy · Political history · Political science · Politics · Postmodernism · Social science · Sociology · Subject (documents) · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Law · Religious Education and Schools