The right kind of History: Teaching the past in twentieth-century England

Tags: Twentieth-Century England, final chapters, classroom material, teaching, national education policy, J. Keating, Ebook pdf, history of education, D. Cannadine, history curriculum
Content: (Ebook pdf) The Right Kind of History: Teaching the Past in Twentieth-Century England
The Right Kind of History: Teaching the Past in Twentieth-Century England
The Right Kind of History: Teaching the Past in Twentieth-Century England IX-77956 US/Data/Education-Teaching 5/5 From 876 Reviews D. Cannadine, J. Keating, N. Sheldon DOC | *audiobook | ebooks | Download PDF | ePub 1 of 1 people found the following review helpful. Policy, not historyBy reader 451THE PROJECT is worthy to enquire how history has been taught in England in the last century or so, as there is very little British History of education generally, and almost nothing on history itself as a subject. The authors moreover make the interesting point that the same debates about insufficient basic classroom knowledge and about the teaching of facts versus skills have been repeating themselves for much longer than tabloid writers care to remember. The Right Kind of History is worth reading for its ambitious scope, its somewhat surprising message, and its final chapters on the post-1980s history curriculum, which are the strongest.At the same time, this must be put in context, and the reader must be aware that Cannadine wrote this with the agenda of shaping the curriculum's latest iteration, so far without success. Large and somewhat repetitive sections of the book, which is otherwise organised chronologically, concern the Department of Education and its mandarins, and national education policy. While this was indeed of relevance to the classroom, the result is nevertheless that the book dedicates more space to policy than to actual teaching. How society, empire, the war, the loss of empire, or the rise of the welfare state affected what was actually taught to pupils only gets a disappointingly limited amount of space. The authors don't provide enough information to judge, for example, how imperial was history as taught in the late Victoria era, or whether it resembled the Whig version of history then prevalent in academia. They could have made more use of classroom sources, whether originating in history examinations, in textbooks, or in surviving classroom material. What interested me as I began this book, and probably will interest most readers, is what was actually taught and how that changed. While the authors use some grassroots material, notably interviews, their use of such sources is too limited to provide enough colour on history as subject. Hang on for the final chapters, then, as you plod through the useful but slightly repetitive earlier
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Title: The Right Kind of History: Teaching the Past in Twentieth-Century England
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