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ERIC Number: EJ1077881
Record Type: Journal
Publication Date: 2015-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1746-1979
Whose History Is This Anyway? Social Justice and a History Curriculum
Hawkey, Kate
Education, Citizenship and Social Justice, v10 n3 p187-198 Nov 2015
History is the most contested of curricular subjects in all western democratic states. This article begins by setting out competing models of a history curriculum highlighting the shifting trends that have taken place in different types of schools in England in recent years. The different models of a history curriculum are critiqued from the dual perspectives that underpin social justice, namely, redistribution and recognition. In identifying different priorities in school history, this article draws from two small-scale empirical research projects which elicited the perspectives of different groups of teenage school students towards history, and included students based in multi-ethnic schools as well as those in largely white, homogenous, schools in more deprived areas. An inclusive, multi-perspective and dynamic approach towards history curriculum development is offered as a way forward for addressing issues of social justice within a history curriculum.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)