"Could You Just Tell Us the Story?" Pedagogical Approaches to Introducing Narrative in History Classes

Autor/in	Hawkey, Kate
Titel	"Could You Just Tell Us the Story?" Pedagogical Approaches to Introducing Narrative in History Classes
Quelle	In: Curriculum Inquiry, 37 (2007) 3, S.263-277 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/j.1467-873X.2007.00385.x
Schlagwörter	Teaching Methods; Foreign Countries; National Curriculum; Narration; History Instruction; Preadolescents; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; History lessons; Geschichtsunterricht; Pre-adolescence; Präadoleszenz
Abstract	This article looks at the changing status of narrative in classroom history and the ways in which narrative is introduced in history classes at Key Stage 3 (ages 11-14) in England. It includes the views of departmental heads responsible for the history curriculum and other history teachers on the place of narrative in the history curriculum as well as observations of history lessons. The research is set in the context of the English history national curriculum, although the relevance to curricula elsewhere is evident. The discussion is located within a discourse of different models of good practice, both for education generically and for narrative specifically. The research findings suggest that despite a mixed economy of methods and priorities within different history departments, the prevailing trend is towards a dilution of the "academic" tradition towards one that stresses an accessibility agenda. The impact of this on the place of narrative in history classes is considered and areas for further research are identified. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10