Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31285
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: The Scottish Context: Making History in an "Understated Nation"
Author(s): Smith, Joseph
Contact Email: joseph.smith@stir.ac.uk
Editor(s): Berg, Christopher W
Christou, Theodore M
Citation: Smith J (2020) The Scottish Context: Making History in an "Understated Nation". In: Berg CW & Christou TM (eds.) The Palgrave Handbook of History and Social Studies Education. Cham, Switzerland: Palgrave Macmillan, pp. 415-438. https://doi.org/10.1007/978-3-030-37210-1_16
Issue Date: 2020
Abstract: This chapter examines the current landscape of history teaching in Scotland and the historical circumstances which gave rise to it. Beginning with a short historical survey, it looks first at the curriculum guidelines which existed before the opening of the devolved Scottish Parliament in 1999 and compares these with Curriculum for Excellence, Scotland’s first ‘National Curriculum’ as a devolved nation. The chapter suggests that, in some respects, historical knowledge and understanding in Scottish schools has latterly been subsumed to broader and more instrumental curricular aims. The chapter concludes with some small-scale empirical work which begins to assess the impact of these changes on the history taught in Scottish classroom, and on Scottish history teachers’ professional identities.
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 a post-peer-review, pre-copyedit version of an article published in Berg CW & Christou TM (eds.) The Palgrave Handbook of History and Social Studies Education. Cham, Switzerland: Palgrave Macmillan, pp. 415-438. The final authenticated version is available online at: https://doi.org/10.1007/978-3-030-37210-1_16
DOI Link: 10.1007/978-3-030-37210-1_16

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