Intentional, Tacit, Contingent: Knowledge Recontextualization in the Official History Curriculum -- A Critical Discourse Analysis

Autor/in	Dickens, Siobhan
Titel	Intentional, Tacit, Contingent: Knowledge Recontextualization in the Official History Curriculum -- A Critical Discourse Analysis
Quelle	In: Journal of Curriculum Studies, 53 (2021) 5, S.692-710 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dickens, Siobhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2021.1904007
Schlagwörter	History Instruction; Discourse Analysis; Epistemology; National Curriculum; Teaching Methods; Commercialization; Language Usage; Course Content; Educational Objectives; Foreign Countries; Educational Theories; Educational Policy; Policy Analysis; High Stakes Tests; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Diskursanalyse; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Kursprogramm; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Educational theory; Theory of education; Bildungstheorie; Politics of education; Bildungspolitik; Politikfeldanalyse; Sekundarschüler
Abstract	This paper reports a Critical Discourse Analysis (CDA) exploring the nature, causes and epistemic effects of knowledge recontextualization in the 'official' Key Stage Five History curriculum in England. "Recontextualization" refers to inevitable changes that occur to knowledge as it is 'pedagogized', due to the value-laden practices and contexts which enact and shape curriculum-making. Five accredited examination specifications and three 'generative' policy documents were analysed using Fairclough's methods and interpreted through a Bernsteinian theoretic lens. Five problematic forms of knowledge recontextualization will be discussed: canonization; commodification; de-diversification; knowledge made static; and epistemic inconsistency. The application of CDA to everyday 'official' curriculum artefacts illuminates the role of micro-level 'language-in use' in bringing particular constructions of subject knowledge into being. It is suggested that not all these recontextualizations were intentional, nor fully explainable through macro and meso structural factors. Some had been enacted 'by accident' in the contingencies of fragmented and negotiated local practice. Epistemic and discursive 'literacies' are suggested as key to engendering agentic practice within the official curriculum-making community, as well as enabling teachers to select and pedagogically mediate specifications in line with local epistemic aims. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01