Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/32960
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dc.contributor.authorSmith, Joeen_UK
dc.contributor.authorJackson, Dariusen_UK
dc.contributor.editorChapman, Arthuren_UK
dc.date.accessioned2021-07-24T00:00:15Z-
dc.date.available2021-07-24T00:00:15Z-
dc.date.issued2021en_UK
dc.identifier.urihttp://hdl.handle.net/1893/32960-
dc.description.abstractEnglish history teachers have long prided themselves on the centrality of disciplinary knowledge to their pedagogy and practice (Counsell, 2011; Smith, 2019). From at least the 1970s, the view that children should learn not just accounts of the past, but the processes through which these accounts are constructed, has been something of a guiding philosophy in curriculum planning. However, in a recent paper (Smith and Jackson,2017), we suggested that this professional unanimity was fracturing somewhat and that two distinct positions – radical social realism (RSR) and traditional social realism (TSR) – had emerged. While both positions clung to the importance of disciplinary knowledge to teachers’ planning, TSRs were increasingly coming to the view that disciplinary knowledge should not be a curricular end in itself, but rather an important outcome which emerged from rigorous attention to more concrete forms of knowledge. Where our 2017 paper had restricted itself to discussion of historical knowledge and its acquisition by children, this chapter goes further in suggesting that these epistemic arguments are intimately related to questions of power and the purpose of schooling. This chapter extends our two types of social realism, but, in doing so, recognises that this is a typology under formation. Consequently, we present what we see as ideal types around which ideas are seeming to coalesce.en_UK
dc.language.isoenen_UK
dc.publisherUCL Pressen_UK
dc.relationSmith J & Jackson D (2021) Two concepts of power: Knowledge (re)production in English history education discourse. In: Chapman A (ed.) Knowing History in Schools: Powerful knowledge and the powers of knowledge. Knowledge and the Curriculum. London: UCL Press, pp. 152-176. https://www.uclpress.co.uk/products/130698en_UK
dc.relation.ispartofseriesKnowledge and the Curriculumen_UK
dc.rightsThis book is published under a Creative Commons Attribution Non-Commercial 4.0 International licence (CC BY-NC 4.0). This licence allows you to share and adapt the work for non-commercial use providing attribution is made to the author and publisher (but not in any way that suggests that they endorse you or your use of the work) and any changes are indicated. Attribution should include the following information: Chapman. A. (ed.). 2021. Knowing History in Schools: Powerful knowledge and the powers of knowledge. London: UCL Press. https://doi.org/10.14324/111.9781787357303en_UK
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en_UK
dc.titleTwo concepts of power: Knowledge (re)production in English history education discourseen_UK
dc.typePart of book or chapter of booken_UK
dc.citation.spage152en_UK
dc.citation.epage176en_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.identifier.urlhttps://www.uclpress.co.uk/products/130698en_UK
dc.author.emailjoseph.smith@stir.ac.uken_UK
dc.citation.btitleKnowing History in Schools: Powerful knowledge and the powers of knowledgeen_UK
dc.citation.date07/01/2021en_UK
dc.citation.isbn9781787357303en_UK
dc.publisher.addressLondonen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationIndependenten_UK
dc.identifier.wtid1743172en_UK
dc.contributor.orcid0000-0002-4643-8388en_UK
dc.date.accepted2020-07-14en_UK
dcterms.dateAccepted2020-07-14en_UK
dc.date.filedepositdate2021-07-21en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeBook chapteren_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorSmith, Joe|0000-0002-4643-8388en_UK
local.rioxx.authorJackson, Darius|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.contributorChapman, Arthur|en_UK
local.rioxx.freetoreaddate2021-07-23en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by-nc/4.0/|2021-07-23|en_UK
local.rioxx.filenameChapter 7 Smith and Jackson_8143_.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source9781787357303en_UK
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