Contextualizing Learning and Teaching: Academics and the History Curriculum of the Future

Porter, Joy

doi:10.1080/1355800990360307

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…This is, nonetheless, a limited conceptualization of the teaching and learning environment, more dependent on emulating how current scholars were themselves taught as undergraduates than promoting critical reflection on practice (Stearns, 1994;Willcoxson, 1998;Gunn, 2000). It does perhaps explain the reluctance to embrace methods other than the standard lectures, seminars, and tutorials on offer (Porter, 1999;Booth and Hyland, 2000). 5 Arguably, traditional methods of delivery need to be seen as one of the influencing factors in the reproduction of historiographical interpretations (Gunn, 2003).…”

Section: O T R a D I T I O N A L M E T H O D S O F T E A C H I N G A N D L E A R N I N G D O M I N At E T H E M E D I E Va L H I S T O R mentioning

confidence: 99%

Doing SoTL in Medieval History A cross-Atlantic dialogue

Gunn

Shopkow

2007

Arts and Humanities in Higher Education

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This article, presented as a dialogue between the authors, explores what they perceive as critical areas of teaching and learning in the discipline of Medieval Studies. Within the discussion, notions of relevance and usefulness, widening access, and epistemological assumptions about the discipline are discussed and related to the practice of teaching the subject. The authors reflect on these notions in terms of the maintenance of traditional methods at undergraduate level despite an apparently changing student body. The question of whether changing the methods of research as well as teaching would alter both the nature of learning and the nature of the discipline is also raised. The authors conclude that the SoTL (scholarship of teaching and learning) of an established subject area such as Medieval Studies needs to reflect on the epistemology of the subject in all its practices, not just teaching but also research methods.

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Section: O T R a D I T I O N A L M E T H O D S O F T E A C H I N G A N D L E A R N I N G D O M I N At E T H E M E D I E Va L H I S T O R mentioning

confidence: 99%

Doing SoTL in Medieval History A cross-Atlantic dialogue

Gunn

Shopkow

2007

Arts and Humanities in Higher Education

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“…Yet despite the variety evident within disciplinary practice, and its related ethos of individual autonomy, there exists a high degree of allegiance to the discipline, an intellectual and emotional attachment far stronger than that accorded to institution or academic department. This sense of community is allied to a tradition of disciplinary independence, displayed most overtly in resistance to perceived external interference such as the insistent demands for accountability, transparency and 'value for money' that have been characteristic of western higher education in the last two decades (see Boys et al, 1988; History at the Universities Defence Group, 1998a, b;Porter, 1999;Booth, 2003). Yet despite the inroads of a culture of compliance and control and its associated managerialism, a more traditional discourse of scholarship has remained fundamental to historians' sense of professional identity.…”

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confidence: 99%

Rethinking the Scholarly

Booth

2004

Arts and Humanities in Higher Education

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In the Humanities the notion of scholarship is fundamental to professional identity and prestige. Among historians scholarship is still overwhelmingly identified with research, and research of a particular kind, which has come to dominate ideas of what it means to be a professional historian. The valuing of one aspect of professional practice has diverted attention from pedagogic issues, and relegated teaching and learning to a secondary status within the discipline. This article challenges this prevailing orthodoxy, and explores recent efforts to forge a more flexible conception of disciplinary scholarship that can address and acknowledge teaching and learning in a more serious fashion. It considers and elaborates on the notion of the scholarship of teaching in history, and provides an account of recent developments in practice towards the creation of a disciplinary identity better able to serve the needs of faculty, students and the discipline as a whole in the 21st century.

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Contextualizing Learning and Teaching: Academics and the History Curriculum of the Future

Cited by 2 publications

References 12 publications

Doing SoTL in Medieval History A cross-Atlantic dialogue

Doing SoTL in Medieval History A cross-Atlantic dialogue

Rethinking the Scholarly

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