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Teaching History and Educating for Citizenship: Allies or ‘uneasy bedfellows’ in a post-conflict context ?

McCully, Alan (2018) Teaching History and Educating for Citizenship: Allies or ‘uneasy bedfellows’ in a post-conflict context ? In: Teaching and Learning History in Difficult Contexts: A Critical Sociocultural Approach. (Eds: Epstein, Terrie and Peck, Carla), Routledge, New York, pp. 160-174. ISBN 9781138702479 [Book section]

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Abstract

The chapter explores Slater’s distinction between the intrinsic and extrinsic aims of history teaching. It examines the tensions between history's intrinsic value as a discrete academic discipline within the school curriculum and extrinsic purposes increasingly ascribed to it that it should play a central role in bringing about social change in post-conflict situations. The chapter draws on existing research to identify working principles for the contribution history teaching might make in post conflict situations. The intrinsic / extrinsic tension is then discussed in the curriculum context of history's relationship with citizenship education. Finally, it is critiqued through the aims, resources and practice of four recent initiatives introduced into Northern Irish history teaching. The paper concludes by re-visiting the key principles and raising questions for debate.

Item Type:Book section
Keywords:History Education Post Conflict societies Controversial Issues Citizenship Northern Ireland
Faculties and Schools:Faculty of Social Sciences > School of Education
Faculty of Social Sciences
Research Institutes and Groups:Institute for Research in Social Sciences > Education
Institute for Research in Social Sciences
ID Code:39551
Deposited By: Dr Alan McCully
Deposited On:13 Feb 2018 09:40
Last Modified:14 Feb 2018 23:23

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