Teaching the nation's story. Comparing public debates and classroom perspectives on history education in Australia and Canada.

Autor/in	Clark, Anna
Titel	Teaching the nation's story. Comparing public debates and classroom perspectives on history education in Australia and Canada.
Quelle	In: Journal of curriculum studies, 41 (2009) 6, Special Issue, S. 745-762Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270903139635
Schlagwörter	Lehren; Geschichtsunterricht; Australien; Kanada
Abstract	Teaching national history in school generates significant public anxiety and political debate-as the various 'history wars' around the world reveal. For many school students, however, studying their nation's past is dull and repetitive. Such lack of interest has been confirmed by surveys and research reports that reveal alarmingly low levels of national historical knowledge among young people, and there is growing popular concern that their ignorance of the past endangers the nation's future. Yet preoccupation with students' apparent national illiteracy tends to overlook how they connect with history in the first place. This paper draws on findings from a comparative Australian and Canadian research project that interviewed students and teachers about the ways they learned and taught history. It argues that any return to 'the facts' at the expense of critical historical engagement in class could turn students away from the subject.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1