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Disciplinary knowledge denied?

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Disciplinary knowledge denied? In: Chapman, A. (ed.) Knowing History in Schools: Powerful knowledge and the powers of knowledge. Knowledge and the curriculum. UCL Press, London, pp. 97-128. ISBN 9781787357327

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To link to this item DOI: 10.14324/111.9781787357303

Abstract/Summary

Many chapters in this book are premised on the merits of young people being introduced to history as a form of disciplinary knowledge. This chapter, however, takes a different perspective and looks first at the extent to which young people have access to history education and second at whether this education actually reflects a disciplinary approach to the subject. To do this, the chapter draws on two different studies. One set of data, from a longitudinal series of large-scale surveys (conducted on behalf of the Historical Association (HA) in the UK), focuses on the decisions that schools and the history departments within them make about how to construct and deliver their curriculum. The other set of data, which consists of schemes of work and interviews with 10 heads of history departments in the south of England, looks more closely at the type of historical knowledge students actually encounter in the curriculum in the first two or three years of their secondary schooling

Item Type:Book or Report Section
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:95518
Publisher:UCL Press

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