Teaching History in a Neoliberal Age
Policy, Agency and Teacher Voice
Seiten
2019
Routledge (Verlag)
978-0-367-22710-4 (ISBN)
Routledge (Verlag)
978-0-367-22710-4 (ISBN)
This book explored changing practice in history classrooms from the autonomy of the 1980s through the introduction of GCSEs and the National Curriculum to the prescription of the National Strategies and the pervasive influence of league tables in the first decade of the 21st century.
This book explores changing practice in history classrooms from the autonomy of the 1980s through the introduction of GCSEs and the National Curriculum to the prescription of the National Strategies and the pervasive influence of league tables in the first decade of the twenty-first century. It uses individual narratives from history teachers to shed light on a changing profession.
Showcasing research that is crucial reading for leaders in education, it uses oral accounts from 13 experienced teachers to provide a rich testimony of the constraints and affordances acting on history teachers. The book offers a unique perspective to show how teachers experienced steady but substantial changes in policy and autonomy and how this affected their practice; this detail enhances an analysis of policy and curricular documents across three decades. The findings are crucial for educational settings today, facing crises of teacher recruitment and teacher retention.
This book will be of great interest to academics and higher degree research students in history education, history of education and education policy. It will also be of interest to beginning history teachers and senior school leaders responsible for teacher development and curriculum.
This book explores changing practice in history classrooms from the autonomy of the 1980s through the introduction of GCSEs and the National Curriculum to the prescription of the National Strategies and the pervasive influence of league tables in the first decade of the twenty-first century. It uses individual narratives from history teachers to shed light on a changing profession.
Showcasing research that is crucial reading for leaders in education, it uses oral accounts from 13 experienced teachers to provide a rich testimony of the constraints and affordances acting on history teachers. The book offers a unique perspective to show how teachers experienced steady but substantial changes in policy and autonomy and how this affected their practice; this detail enhances an analysis of policy and curricular documents across three decades. The findings are crucial for educational settings today, facing crises of teacher recruitment and teacher retention.
This book will be of great interest to academics and higher degree research students in history education, history of education and education policy. It will also be of interest to beginning history teachers and senior school leaders responsible for teacher development and curriculum.
Mary Woolley is Senior Lecturer in Education at Canterbury Christ Church University.
List of tables
Acknowledgements
List of abbreviations
Introduction
Chapter 1 Debating history education
Chapter 2 Exploring teacher voice
Chapter 3 The historical and global context
Chapter 4 Freedom and choice 1985 to 1990
Chapter 5 Enacting the National Curriculum 1991 to 2011
Chapter 6 Enacting policies beyond the National Curriculum 1991 to 2011
Chapter 7 Collaboration, textbooks and technology 1985 to 2011
Chapter 8 Conclusions
| Erscheinungsdatum | 25.09.2019 |
|---|---|
| Reihe/Serie | Routledge Research in Education Policy and Politics |
| Zusatzinfo | 8 Tables, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 453 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-367-22710-X / 036722710X |
| ISBN-13 | 978-0-367-22710-4 / 9780367227104 |
| Zustand | Neuware |
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