Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/29996
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dc.contributor.authorSmith, Josephen_UK
dc.date.accessioned2019-08-20T00:04:58Z-
dc.date.available2019-08-20T00:04:58Z-
dc.date.issued2019-09en_UK
dc.identifier.urihttp://hdl.handle.net/1893/29996-
dc.description.abstractDebates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a ‘common core’ of knowledge against the perceived risks to democracy of government-sanctioned ‘official knowledge’. Scotland has, perhaps, taken an extreme position on this debate by specifying no mandatory historical content in its social studies curriculum. This paper uses 21 interviews with Scottish history teachers to explore how schools use this curricular autonomy: which historical periods they choose to teach and why.  The paper suggests that, without access to theoretical debates about the nature of historical knowledge, schools fall back on instrumental justifications for content selection within the curriculum. The result in many cases is an extremely narrow and fragmented syllabus in which pupil preference, teacher interests and the logistics of timetabling guide content selection.  The paper concludes that the formulation of coherent school-level history curricula is dependent on the fostering agency among a theoretically-informed teaching profession.en_UK
dc.language.isoenen_UK
dc.publisherInforma UK Limiteden_UK
dc.relationSmith J (2019) Curriculum coherence and teachers' decision-making in Scottish high school history syllabi. Curriculum Journal, 30 (4), pp. 441-463. https://doi.org/10.1080/09585176.2019.1647861en_UK
dc.rightsThis 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 Curriculum Journal on 19 Aug 2019, available online: http://www.tandfonline.com/10.1080/09585176.2019.1647861.en_UK
dc.subjectHistory educationen_UK
dc.subjecthistorical knowledgeen_UK
dc.subjectcurriculum studiesen_UK
dc.subjectteacher agencyen_UK
dc.titleCurriculum coherence and teachers' decision-making in Scottish high school history syllabien_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2021-02-20en_UK
dc.rights.embargoreason[CJ RESUBMISSION BEST CLEAN.pdf] Publisher requires embargo of 18 months after formal publication.en_UK
dc.identifier.doi10.1080/09585176.2019.1647861en_UK
dc.citation.jtitleCurriculum Journalen_UK
dc.citation.issn1469-3704en_UK
dc.citation.issn0958-5176en_UK
dc.citation.volume30en_UK
dc.citation.issue4en_UK
dc.citation.spage441en_UK
dc.citation.epage463en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.funderThe Carnegie Trusten_UK
dc.author.emailjoseph.smith@stir.ac.uken_UK
dc.citation.date19/08/2019en_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000498044600006en_UK
dc.identifier.scopusid2-s2.0-85071025897en_UK
dc.identifier.wtid1429898en_UK
dc.contributor.orcid0000-0002-4643-8388en_UK
dc.date.accepted2019-07-21en_UK
dc.date.filedepositdate2019-08-19en_UK
dc.relation.funderprojectA Qualitative investigation of the Epistemic Socialisation of Scottish History Teachersen_UK
dc.relation.funderrefRIG007481en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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