dc.contributor.author | Kukard, Kirsten | |
dc.date.accessioned | 2015-09-02T10:28:28Z | |
dc.date.available | 2015-09-02T10:28:28Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Kukard, K. 2015. Content choice: A survey of history curriculum content in England since 1944. A relevant backdrop for South Africa. Yesterday & today, 13:17-39, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] | en_US |
dc.identifier.issn | 2223-0386 | |
dc.identifier.uri | http://hdl.handle.net/10394/14370 | |
dc.description.abstract | What history should be taught is a question that has vexed curriculum designers
from the earliest days of mass education. The question of content becomes particularly
pertinent when applied to Key Stage 3 (ages 11-14) as learners are old enough to
begin appreciating historical concepts and it is usually the last age at which many
learners will be exposed to history in their formal schooling. Decisions about the
content of history curricula themselves have a curiously circular history. Although
these questions have been discussed consistently throughout the approximately one
hundred years that mass schooling has been in place in England, the inferences
are fairly uniform. The conclusion that has now generally been reached is that
children should be exposed to a healthy balance of world and British history; that
they should be patriots, but not narrow-minded in their patriotism and that the
procedural nature of history must be taught alongside the substantive content. These
conclusions have not been reached without considerable debate and the question
of what history should be taught has particular current relevance in light of the
controversy around the national curriculum reforms in Britain in 2013 and 2014.
There are important lessons to be drawn for South Africa. | en_US |
dc.language.iso | en | en_US |
dc.publisher | The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University | en_US |
dc.subject | History education | en_US |
dc.subject | Curriculum development | en_US |
dc.subject | History Content | en_US |
dc.subject | England | en_US |
dc.subject | Key Stage 3 | en_US |
dc.subject | Curriculum revision | en_US |
dc.title | Content choice: A survey of history curriculum content in England since 1944. A relevant backdrop for South Africa | en_US |
dc.type | Article | en_US |