Delivering Citizenship through the History National Curriculum in England: A Practical Approach in a Primary School Context

Jordan, Ann; Taylor, Paul

doi:10.2304/csee.2002.5.2.94

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…History learning plays a significant role in shaping well-rounded citizens who possess the desired knowledge and moral values (see, for example, [21][22] [23]. As Kochar suggests, history serves as a comprehensive information centre and guides in finding solutions to all humanity's challenges [24].…”

Section: Ichelssmentioning

confidence: 99%

Revolutionizing History Learning in The Digital Era: Transforming the Way We Learn

Marpelina,

2024

KSS

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The emergence of digital technology in the Industry 4.0 era has ushered in significant changes and influenced various aspects of human life, including education. Considering the pursuit sustainable progress, it’s imperative for education must effectively utilize Information and Communication Technology (ICT) to elevate its standards, particularly in the domain of history instruction. This investigation underscores the theme of innovation and evolution in history teaching, particularly amid the digital age. The phrase “revolutionizing” connotes the transformative alterations being advocated, while “redefining our learning methods” lucidly sets forth the study’s aim. This inquiry underscores the redefinition and modernization of history pedagogy in the age of digital advancements, encapsulating the envisioned outcomes. The research methodology is driven by a qualitative descriptive approach. Data is amassed through a comprehensive examination of diverse reports, academic articles, and online platforms. Results suggest that contemporary history instruction in the digital epoch prominently features resources in tune with ongoing technological and internet progressions. The pedagogical strategy champions an unbounded educational setting, fostering learning at any place and time. Educational tools in the classroom have pivoted from traditional mediums to multimedia channels, encompassing e-books, virtual reality, augmented reality, mixed reality, Admodo, social platforms, YouTube, podcasts, and more. Consequently, history educators are compelled to shift the conventional, often tedious image of history lessons to more interactive and invigorating educational ventures. The commitment and proactive role of history educators become pivotal in realizing optimal history teaching in the 4.0 era. Keywords: Revolutionizing, history learning, digital era

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Section: Ichelssmentioning

confidence: 99%

Revolutionizing History Learning in The Digital Era: Transforming the Way We Learn

Marpelina,

2024

KSS

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“…There is a general discussion that history education carries an important role to form good citizens who harbour not only desired knowledge but also cherished moral values (see for instance Davison, 2017; Vella, 2007; Jordan and Taylor, 2002; Jordan et al, 2012). Since the 1990s historical consciousness (HiCo) as a concept has played a vital role in school curricula, also in relation to citizenship formation in history education ranging from the first year of schooling to upper secondary school in northern Europe (e.g.…”

Section: Introductionmentioning

confidence: 99%

The good citizen: Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer

Edling

Sharp

Löfström

et al. 2020

Citizenship, Social and Economics Education

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Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated with historical consciousness by revisiting the paradigm wars between natural science based on positivism and human and social sciences during the 1960s–1990s as expressed through the voice of Gadamer. More specifically, the article explores: (1) the moral arguments that Gadamer put forward for introducing historical consciousness and (2) the epistemological and ontological building blocks for approaching morality in history education that his arguments brought to the fore. In general, moral consciousness in relation to historical consciousness draws attention to: (a) people’s life conditions, (b) that moral reasoning and practice are influenced by feelings and reason, (c) that reflections on past events can help to interpret our ways of being towards others in the present and future, (d) that a plurality of people, thoughts and history are important to acknowledge and (e) that every person is part of creating history and responsible for weaving the past/present/future web in ways that acknowledge others.

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The Potential of History within the School Curriculum in England for Developing and Enhancing the Understanding of being a Citizen in the Twenty-First Century, with an Emphasis on the Later Primary Experience and the Start of Secondary Education

Jordan

Robinson

Taylor

2012

Citizenship, Social and Economics Education

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The aim behind this research was to investigate how pupils in an English middle school between the ages of 9 and 12 were beginning to understand the term 'Citizenship' within the context of their taught History sessions. The authors were keen to not only elicit their views and understanding, but also to see what patterns and issues were emerging which shed some light on how the teaching of Citizenship through History, in particular, was impacting on their perceptions. This was a particularly pertinent time to undertake the study given that the curriculum for schools in England was being reviewed by the Government at the same time. Therefore, through some exploration of the historical background, a clear methodological approach, and use of quantitative and some qualitative analysis, the authors have sought to show some of the possibilities, as well as some of the difficulties, of addressing the concept of 'Citizenship'.

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Delivering Citizenship through the History National Curriculum in England: A Practical Approach in a Primary School Context

Cited by 3 publications

References 2 publications

Revolutionizing History Learning in The Digital Era: Transforming the Way We Learn

Revolutionizing History Learning in The Digital Era: Transforming the Way We Learn

The good citizen: Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer

The Potential of History within the School Curriculum in England for Developing and Enhancing the Understanding of being a Citizen in the Twenty-First Century, with an Emphasis on the Later Primary Experience and the Start of Secondary Education

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