Pedagogy and the practice of academic history in late-twentieth century Britain.
In the final decades of the twentieth century, academic history was beset by powerful anxieties that played upon the self-confidence and sense of identity of its practitioners. While this 'crisis' has been widely discussed in terms of historical writing, its pedagogic dimensions have been largely ab...
| Publicado en: | Rethinking History Vol. 13; no. 3; pp. 317 - 345 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=43881181&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 43881181 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13642529 5C5 jtl: Rethinking History issn: 13642529 maglogo: N pubinfo: dt: Sep2009 vid: 13 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 43881181 10.1080/13642520903091076 ppf: 317 ppct: 28 formats: fmt: – @attributes: type: T – @attributes: type: P size: 182KB tig: atl: Pedagogy and the practice of academic history in late-twentieth century Britain. aug: au: Booth, Alan affil: Department of History, University of Nottingham, UK su: Historical research methods History education Higher education Historical revisionism Instrumentalism (Philosophy) Twentieth century Intellectual life United Kingdom sug: subj: United Kingdom Historical research methods History education Higher education Historical revisionism Instrumentalism (Philosophy) Twentieth century Intellectual life keyword: discipline history pedagogy practice teaching university ab: In the final decades of the twentieth century, academic history was beset by powerful anxieties that played upon the self-confidence and sense of identity of its practitioners. While this 'crisis' has been widely discussed in terms of historical writing, its pedagogic dimensions have been largely absent. This article examines the place of pedagogy in the public life of the discipline, the nature of academic historians' beliefs about teaching and on student learning, and the influence of these upon practice at a time of considerable change in British higher education. It uses the notion of a 'moral order' to explore dominant notions of educational 'good' in the discipline and analyse the tensions between a mainstream, and often implicit, pedagogic paradigm, an ascendant instrumentalist policy discourse in British higher education and revisionist voices within the discipline. Finally, it advocates a more expansive and reflexive stance to pedagogy grounded in attentiveness to taken-for-granted beliefs, assumptions and aspirations, their histories and the practices that stem from them, and a willingness to subject these to public scrutiny through informed critique, contestation and reinvention. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Rethinking History is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Rethinking History holder: Taylor & Francis Ltd dt: @attributes: year: 2009 holdings: @attributes: islocal: N |
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