Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26072
Full metadata record
DC FieldValueLanguage
dc.contributor.authorSmith, Josephen_UK
dc.date.accessioned2017-11-01T22:38:49Z-
dc.date.available2017-11-01T22:38:49Z-
dc.date.issued2018-12-31en_UK
dc.identifier.urihttp://hdl.handle.net/1893/26072-
dc.description.abstractThis 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.en_UK
dc.language.isoenen_UK
dc.publisherHERMES History Education Research Networken_UK
dc.relationSmith J (2018) Identity and Instrumentality: History in the Scottish School Curriculum, 1992-2017. Historical Encounters, 5 (1), pp. 31-45. http://hej.hermes-history.net/index.php/HEJ/article/view/95/78en_UK
dc.rights© Authors | This work is licensed under a Creative Commons Attribution 3.0 Unported License (https://creativecommons.org/licenses/by/3.0). Available Online: http://hej.hermes-history.neten_UK
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/en_UK
dc.subjectHistory Curriculumen_UK
dc.subjectHistory Educationen_UK
dc.subjectNationalismen_UK
dc.subjectScotlanden_UK
dc.titleIdentity and Instrumentality: History in the Scottish School Curriculum, 1992-2017en_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleHistorical Encountersen_UK
dc.citation.issn2203-7543en_UK
dc.citation.volume5en_UK
dc.citation.issue1en_UK
dc.citation.spage31en_UK
dc.citation.epage45en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.identifier.urlhttp://hej.hermes-history.net/index.php/HEJ/article/view/95/78en_UK
dc.author.emailjoseph.smith@stir.ac.uken_UK
dc.citation.date28/06/2018en_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000437048600003en_UK
dc.identifier.scopusid2-s2.0-85049490121en_UK
dc.identifier.wtid514390en_UK
dc.contributor.orcid0000-0002-4643-8388en_UK
dc.date.accepted2017-09-27en_UK
dc.date.filedepositdate2017-11-01en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

Files in This Item:
File Description SizeFormat 
95-372-1-PB.pdfFulltext - Published Version311.7 kBAdobe PDFView/Open


This item is protected by original copyright



A file in this item is licensed under a Creative Commons License Creative Commons

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 library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.