This seminar shares research into the practice of three expert teachers with a particular focus on the kinds of knowledge they draw on in their practice and the extent of their role in transforming disciplinary knowledge into school subjects. The teachers in the research taught history, geography or physics and the session will explore the distinctiveness of their knowledge, both disciplinary and professional, as a way of understanding the particular role and needs of subject teachers, particularly in history. This session will be especially relevant to those interested in teacher knowledge, expert teaching, subject specialism and the role of history within the school curriculum.
The seminar is free and open to all. To register, follow this link.
University of Oulu, Centre for Philosophical Studies of History,25th March 2-4pm GMT, Online.
Dr Arthur Chapman, UCL Institute of Education
This talk will explore a number of possible answers to the question of the aims and purposes of school history, thinking at the intersection of the theory of history and curriculum studies. Chapman’s presentation will develop the proposition that school history has a vital role to play in the lives of pupils and argue that we need to broaden the scope and form of history education beyond the ‘disciplinary’ approaches that are conventional in many contexts around the world. Chapman’s contention will be that the school history should pay closer attention to contemporary theory of history to realize its power and potential.
Dr Laura Arias-Ferrer, University of Murcia, Spain
There is an increasing awareness that young children are able to develop some historical knowledge and skills (De Groot-Reuvekamp, Van Boxtel, & Harnett, 2014). This is what Cooper (2002, p. 39) describes as ‘embryonic historical thinking’, based on the emergent abilities that children show when they analyse, compare, and interact with specific sources, share their ideas and/or construct interpretations about the past. Some other studies show their ability to recognize perspective or understand multi-causality (Levstik, 2013). This seminar will focus on the results to two studies conducted with 4 and 5 year old students that aim to explore this proposition and to develop the hypothesis that the gradual introduction of carefully crafted analytical exercises might better scaffold children’s emergent historical thinking than the more common unstructured approach that history usually receives in early childhood settings.
The event is free and open to all. To register, click this link.
This workshop offers the opportunity to hear how three history departments have revised their key stage three curricula.
There has been much emphasis on curriculum planning of late, whether in response to calls to diversify the curriculum, the demands of GCSE or to broader discussions about knowledge and progression. As a result, many schools are in the process of revising their key stage three curricula. In this workshop, three history departments across London will share their different insights into the process of revising their curricula and the outcomes in each case. All three offer thoughtful and interesting examples to inspire you, whether you are about to embark on a curriculum review or are close to finishing. The event will be co-hosted by Michael Riley and Alison Kitson and there will be plenty of opportunities for questions.
This symposium launches the open access UCL Press book Knowing History in Schools: Powerful knoweldge and the powers of teaching. Three contributors to the book will contribute short presentations on the arguments of the book. Three respondents, not involved in the book, will then contribute responses to the book, and we will then open up the symposium for questions to the panel, via chat.
The event is free and open to all. Places can be booked here.
The time is long overdue for a more elevated public discourse in relation to Britain’s imperial past. History teachers have a vital role to play in this by ensuring that pupils learn about the British Empire in the context of academically-rigorous and motivating history lessons. Michael’s workshop will share some important principles for teaching about the British Empire. He will focus on the ways in which four fascinating sources (all accessible from the British Museum) could be used as part of rich enquiries that develop pupils’ knowledge and understanding of the complexity and diversity of the British Empire at different points in time.
This open access UCL Press book is published today and free to download from UCL Press here.
The book explores the ‘knowledge turn’ in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding.
A new international seminar series – @Pastfwrd2020 – launched on the 10th June with an online presentation by Dr Arthur Chapman followed by Twitter discussion under the hashtag #pastfwd. The presentation is embedded below.