LECTURE SERIES 1
IT'S THE END OF THE WORLD AS WE KNOW IT: THE PURPOSE OF HISTORY
SESSION 1: SCHOOL HISTORY AND THE PUBLIC UNDERSTANDING OF THE PAST
Dr Arthur Chapman
OVERVIEW:
In this fifteen-minute session, Dr Arthur Chapman asks thought-provoking questions around the purpose of history education in England at present. Is this purpose too narrow? Should it encompass more? Arthur argues for a robust understanding of the past but also a developed understanding of variable ways in which the past is made present in contemporary culture.
In this fifteen-minute session, Dr Arthur Chapman asks thought-provoking questions around the purpose of history education in England at present. Is this purpose too narrow? Should it encompass more? Arthur argues for a robust understanding of the past but also a developed understanding of variable ways in which the past is made present in contemporary culture.
SESSION 2: BRINGING THE ETHICAL BACK TO ENQUIRY
Dr Caitríona Ní Cassaithe
OVERVIEW:
In an era of rapid technological change, economic downturns, environmental catastrophes, racial injustices and mounting political instability, we, as educators, must ask fundamental questions about how history is taught in our classrooms. In this provocation, Caitríona argues that traditional approaches are insufficient for today’s students and proposes an approach to teaching history which allows children to engage in a critical historical enquiry of the past through the lenses of social justice education and education for sustainable development.
In an era of rapid technological change, economic downturns, environmental catastrophes, racial injustices and mounting political instability, we, as educators, must ask fundamental questions about how history is taught in our classrooms. In this provocation, Caitríona argues that traditional approaches are insufficient for today’s students and proposes an approach to teaching history which allows children to engage in a critical historical enquiry of the past through the lenses of social justice education and education for sustainable development.
SESSION 3: THE CASE FOR COMMEMORATION CONTROVERSIES IN HISTORY EDUCATION
Dr Lindsay Gibson
OVERVIEW
In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world. In this presentation, Lindsay argues that commemoration controversies should be an essential part of teaching and learning school history because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking.
In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world. In this presentation, Lindsay argues that commemoration controversies should be an essential part of teaching and learning school history because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking.
SESSION 4: DOES 'SOURCE WORK' WORK?
Dr Paul Kiem
OVERVIEW
Since the source-based inquiry revolution of the 1970s and 1980s, ‘source work’ has been a major focus of history education. During this period, the practice of source work has been subject to varying levels of scrutiny. In this discussion Paul Kiem seeks to promote more widespread evaluation of the role of source work by briefly surveying how historians work and how this may relate to school based source work. He concludes with some suggestions on the role source work may play as one component in the rich array of pedagogical approaches needed to support successful history teaching.
Since the source-based inquiry revolution of the 1970s and 1980s, ‘source work’ has been a major focus of history education. During this period, the practice of source work has been subject to varying levels of scrutiny. In this discussion Paul Kiem seeks to promote more widespread evaluation of the role of source work by briefly surveying how historians work and how this may relate to school based source work. He concludes with some suggestions on the role source work may play as one component in the rich array of pedagogical approaches needed to support successful history teaching.
SESSION 5: WHAT IS THE PURPOSE OF SCHOOL HISTORY? AND HOW DO MUSLIMS FIT INTO THIS NATIONAL NARRATIVE?
Afia Ahmed Chaudhry
OVERVIEW
This conversation attempts to breakdown the purpose of school history, and how to actualise it through teaching Islamic history in schools. In this provocation, Afia asks what is the purpose of school history? and how do Muslims fit into the national narrative of UK history. She ends by offering suggestions on how and why the current curriculum needs to be decolonised.
This conversation attempts to breakdown the purpose of school history, and how to actualise it through teaching Islamic history in schools. In this provocation, Afia asks what is the purpose of school history? and how do Muslims fit into the national narrative of UK history. She ends by offering suggestions on how and why the current curriculum needs to be decolonised.
SESSION 6: A QUESTION OF SCALE IN HISTORY AND HISTORY EDUCATION
Dr Tyson Retz
OVERVIEW
When there are countless ways of engaging with the past, where should history educators look for a model for teaching history? Dr Tyson Retz argues that the history discipline remains the best guide. He discusses the emergence of the idea of student-as-historian, registers possible objections, points to core features of the history discipline and, finally, alerts history educators to movements in the history discipline regarding matters of scale. Rather than seeing the history discipline as inert and cut off from public concerns, Retz appeals for a renewed engagement with the values, questions and concerns driving change and innovation in disciplinary practice.
When there are countless ways of engaging with the past, where should history educators look for a model for teaching history? Dr Tyson Retz argues that the history discipline remains the best guide. He discusses the emergence of the idea of student-as-historian, registers possible objections, points to core features of the history discipline and, finally, alerts history educators to movements in the history discipline regarding matters of scale. Rather than seeing the history discipline as inert and cut off from public concerns, Retz appeals for a renewed engagement with the values, questions and concerns driving change and innovation in disciplinary practice.
SESSION 7: IS SCHOOL HISTORY ONLY A TYPE OF PUBLIC HISTORY?
Dr Eleni Apostolidou
OVERVIEW
In her provocation, Eleni Apostolidou compares public history to school history and finds that they meet in three different ways: they both address non-specialized audiences, they historize public controversies stemming in the past, they include processes of history from below. Additionally, school history and history didactics study ‘mathesis’, how students learn about the past. While public history focuses on the ‘production’ of narratives, school history and history didactics focus on processes of ‘reception’ on the part of the students.
In her provocation, Eleni Apostolidou compares public history to school history and finds that they meet in three different ways: they both address non-specialized audiences, they historize public controversies stemming in the past, they include processes of history from below. Additionally, school history and history didactics study ‘mathesis’, how students learn about the past. While public history focuses on the ‘production’ of narratives, school history and history didactics focus on processes of ‘reception’ on the part of the students.
SESSION 8: THE FUTURE AND PURPOSE OF HISTORY: WHAT SHOULD HISTORY COVER?
Ciara Rushton
OVERVIEW
In her provocation, Ciara Rushton, a Year 13 history student, asks what is the future of a historical education? The practice of historical education itself, she argues, has been questioned in recent years, especially recently with the development of the Black Lives Matter movement and the resulting resurgence of postcolonial criticisms of typical historical narratives.
In her provocation, Ciara Rushton, a Year 13 history student, asks what is the future of a historical education? The practice of historical education itself, she argues, has been questioned in recent years, especially recently with the development of the Black Lives Matter movement and the resulting resurgence of postcolonial criticisms of typical historical narratives.
SESSION 9: RACE: DO OUR STUDENTS KNOW WHAT THIS IS? DO WE? DOES IT MATTER?
Dr Alistair Dickins
OVERVIEW
In his provocation, Dr Alistair Dickins, history lecturer at the University of Manchester asks do our students know what racisim is and even more importantly, do educators? In this provocation he discusses the importance of understanding the meaning of 'race' in the study of history.
In his provocation, Dr Alistair Dickins, history lecturer at the University of Manchester asks do our students know what racisim is and even more importantly, do educators? In this provocation he discusses the importance of understanding the meaning of 'race' in the study of history.
SESSION 10: IF MOVEMENTS DRIVE HISTORICAL CHANGE, WHY DO WE ORGANIZE HISTORY AROUND POWERFUL INDIVIDUALS?
Dr. Christopher Martell
OVERVIEW
In this provocation, Dr. Martell asks, "If movements drive historical change, why do we organize history around powerful individuals?" We are living in a period of global crisis that includes the double pandemics of COVID-19 and widespread racial injustice. As a result, now more than ever, students need a history curriculum that helps them understand how events have led to our present situation and how people in the past have reacted to similar crises. He suggests the answer is a history education that is focused on justice and helps students understand activist thinking in the past and present.
In this provocation, Dr. Martell asks, "If movements drive historical change, why do we organize history around powerful individuals?" We are living in a period of global crisis that includes the double pandemics of COVID-19 and widespread racial injustice. As a result, now more than ever, students need a history curriculum that helps them understand how events have led to our present situation and how people in the past have reacted to similar crises. He suggests the answer is a history education that is focused on justice and helps students understand activist thinking in the past and present.
