Packaging the Past
The primary history curriculum and how to teach it
Bibliographic Data
| ID | 12285437 |
|---|---|
| Authors | Keith Crawford (0009-0009-4203-8983, a Edge Hill University College , Ormskirk, United Kingdom, corresponding author) |
| Year | 1996 |
| Volume | 4 |
| Issue | 3 |
| Pages | 401-416 |
| Publication date | 1996-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0965-9757 • E-ISSN: 1747-5104 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0965975960040306 |
| OpenAlex | W2057653444 |
| Language | EN |
| References cited | 15 |
This paper explores the manner in which published curriculum teaching and learning of primary history present a particular view of the past and require from teachers that they employ a particular kind of pedagogy. It is claimed that the effect of these materials is to de‐skill teachers and to provide children with a partial and distorted view of the past which supports a traditional cultural view of a national past
Curriculum · Mathematics education · National curriculum · Pedagogy · Primary (astronomy · Sociology · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology
Professional Knowledge and Professional Practice (Issues in Education Series)
The Long Revolution
An Introduction to Social Constructionism
Official Knowledge
Education and Power
Ideology and United States History Textbooks
Knowledge and control
Discourse Dynamics (Psychology Revivals)
UK Commentary
Pedagogic Change and Social Change
| Highly cited | No |
|---|