Retheorising National Assessment of the Narrative Mode for Historical Causal Explanation in England

Autor/in	Carroll, James Edward
Titel	Retheorising National Assessment of the Narrative Mode for Historical Causal Explanation in England
Quelle	In: History Education Research Journal, 18 (2021) 2, S.148-165 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Carroll, James Edward)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2631-9713
Schlagwörter	History Instruction; Curriculum Design; Foreign Countries; Achievement Tests; Educational Assessment; Educational Philosophy; Personal Narratives; Teaching Methods; Secondary School Curriculum; United Kingdom (England) + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Lehrplangestaltung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Bildungsphilosophie; Erziehungsphilosophie; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In history curriculum design in England, currently at least two loci of authority -- the history teachers' 'extended writing movement' and the national awarding body Pearson Edexcel -- present somewhat contrasting portrayals of the narrative mode for the purposes of historical causal explanation. Nonetheless, both loci suggest they are reappropriating academic knowledge for the purposes of secondary schooling in a fashion similar to what Basil Bernstein (1986) dubs 'recontextualisation'. As a practising history teacher, I provide a phenomenological critique of Pearson Edexcel's specifications for the national GCSE and A-level examinations from the perspective of the extended writing movement's realisation of the Bernsteinian model, with a specific focus on the narrative mode for the purposes of historical causal explanation. In order to characterise the status of historical narrative in the academic field of production, I draw on analytic philosophies of history, theories of history by practising historians and historical explanations from one historiography: the Salem witch trials. Finally, I make recommendations for future reforms in national history examinations in England: constant revaluation with reference to academic knowledge; the avoidance of specific yet unsustainable claims about the discipline of history generally; and the abandonment of a genre-led assessment in favour of an epistemology-led alternative. (As Provided).
Anmerkungen	UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01