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ERIC Number: EJ1157321
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0958-5176
From Divergent Evolution to Witting Cross-Fertilisation: The Need for More Awareness of Potential Inter-Discursive Communication Regarding Students' Extended Historical Writing
Carroll, James Edward
Curriculum Journal, v28 n4 p504-523 2017
History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage, incoordination and replication. Furthermore, two concurrent but largely disconnected discourses have developed and promulgated initiatives relevant to students' extended historical writing: "genre theorists" and the "history teachers' extended writing movement". Despite certain goals held in common participants in the two discourses have tended to talk past one another with concomitant issues in resourcing. Unsystematic, "cross-fertilisation" between the discourses has led to cycles of genre theory being collectively discovered, forgotten, and rediscovered by history teachers with knowledge not being built cumulatively. Furthermore both discourses have independently developed similar initiatives in a form of "convergent evolution" resulting in duplication of labour. Finally, "divergent evolution" has occurred where genre theorists have advocated approaches that are increasingly redundant for history teachers' requirements. A more activist stance is therefore required to ensure meaningful inter-discursive communication between genre theorists and the history teachers' "extended writing movement" to ensure efficacy in developing approaches to improving students' extended historical writing.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A