Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Identity and Instrumentality: History in the Scottish School Curriculum, 1992-2017 (Forthcoming)
Author(s): Smith, Joseph
Contact Email:
Citation: Smith J (2017) Identity and Instrumentality: History in the Scottish School Curriculum, 1992-2017 (Forthcoming), Historical Encounters.
Abstract: This paper explores changes in the Scottish history curriculum over the last quarter-century and interprets these in the context of wider debates about Scottish nationhood. By comparing the framing of history within Scotland’s two national curriculum documents1 of this period (5-14 Guidelines and Curriculum for Excellence) it is argued that an implicit narrative of national identity has emerged. This curricular nationalism is not the nationalism of separatism, but rather of a national sense of self which informs both how the past is viewed, and Scotland’s future relationship with the world. The paper develops this contention using concepts proposed from Arnott and Ozga (2010) regarding an ‘inward-facing’ discourse of heritage and citizenship and the ‘outward-facing’ discourse of employability and global competitiveness.  While this emergent curricular nationalism has paralleled growing support for self-determination, the paper does not posit a causal relationship between the two. Instead it implies that both are consequences of the discursive spaces opened by devolution and the recreation of the Scottish parliament in 1999.
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.

Files in This Item:
File Description SizeFormat 
instrumentality final.pdf630.6 kBAdobe PDFUnder Embargo until 2019-09-01    Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.