A Sociologist Teaches History: Some Epistemological and Pedagogical Reflections

Autor/in	Morrison, Andrew
Titel	A Sociologist Teaches History: Some Epistemological and Pedagogical Reflections
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 53 (2017) 3, S.233-246 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2017.1297301
Schlagwörter	Epistemology; Reflection; History Instruction; Undergraduate Study; Educational Sociology; Learning Modules; Educational Policy; Educational History; Interdisciplinary Approach; Teaching Methods; Educational Theories; Foreign Countries; United Kingdom; United States + Suchen Sie Ihr Suchwort? Erkenntnistheorie; History lessons; Geschichtsunterricht; Grundstudium; Bildungssoziologie; Erziehungssoziologie; Learning module; Lernmodul; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Ausland; Großbritannien; USA
Abstract	This article discusses the concept of "historical sociology" in relation to the teaching of a module on an undergraduate degree in Education Studies at a university in the United Kingdom. The module examines the history of education policy in England from 1870 until the present day. Drawing upon comparisons with Social Foundations of Education programs in the United States, I examine some key epistemological and pedagogical issues raised by the interdisciplinary approach to teaching and learning followed within the module in which we combine historical and sociological perspectives as a means to understand the evolution of the English education system. In particular, using Bernstein's concept of the pedagogic device as an analytical framework, I consider the epistemological congruence of sociology and history as the contributory disciplines of the undergraduate module. From a discussion of the concept of historical sociology, I conclude that although sociology and history are distinct subjects, they share a large amount of analytical ground that thus facilitates the interdisciplinary approach pursued within the module. Following that, I examine some pedagogical issues that have arisen in my experience of teaching upon the module and I discuss how I have addressed these. I conclude the article by making comparisons to relevant examples from pedagogical practices in Social Foundations of Education programs in the United States. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01