Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24752
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Discursive Dancing: Traditionalism and Social Realism in the 2013 English History Curriculum Wars (Forthcoming/Available Online)
Authors: Smith, Joseph
Contact Email: joseph.smith@stir.ac.uk
Keywords: History Curriculum
Teacher Resistance
Michael Gove
Curriculum reform
Discourse analysis
Issue Date: 15-Jan-2017
Citation: Smith J (2017) Discursive Dancing: Traditionalism and Social Realism in the 2013 English History Curriculum Wars (Forthcoming/Available Online), British Journal of Educational Studies.
Abstract: This paper is an exploration of the debates surrounding the publication of a new National Curriculum for history in England. The draft curriculum was published in February 2013 and was withdrawn just six months later in the face of considerable opposition. This paper offers a tentative explanation for this example of a rare phenomenon: effective resistance to curriculum change. Using van Dijk’s sociocognitive approach to Discourse Analysis(2009a), the paper explores the context models of the two antagonists in the contestation: new right traditionalism and social realism. While both context models are viewed as coherent, it is suggested that critics of the draft prevailed because they more fully comprehended the context model of their opponents, and were prepared to adapt their strategy accordingly. The paper takes an analytical narrative approach to the contestation. Resistance to the draft is presented in two phases: an initial phase in which criticism was diffuse, instinctive and political; and a more effective mature phase in which opposition united around a depoliticised disciplinary defence of the subject in social realist terms. It is argued that this deft shift went unnoticed by Education Secretary, Michael Gove, rendering ineffective his attacks on his critics as ‘Marxists’ and ‘progressives’.
DOI Link: http://dx.doi.org/10.1080/00071005.2017.1279274
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in British Journal of Educational Studies on 15 Jan 2017, available online: http://www.tandfonline.com/10.1080/00071005.2017.1279274

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