Empire, Englishness and Elementary School History Education, c.1880-1914

Yeandle, Peter

doi:10.18546/herj.03.1.07

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…‘Scare mark nine: Does creating British Values juxtapose the other, the not British, traditionally used as justification for subservience? ?’ Invoking Benedict Anderson, the question that perhaps should be asked is: is the Britain of fundamental values, just an “imagined community” and is it the case, as Yeandle (2002, p. 1) states, “as an imagined community [we] urgently need to reimage [our]self.”…”

Section: Resultsmentioning

confidence: 99%

Fundamental British Values

Hodkinson

2020

International Review of Qualitative Research

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In 2014, the United Kingdom Coalition Government, after the now infamous Trojan Horse incident, insisted that all children learn Fundamental British Values. Cameron, as Prime Minister, argued that such values, coupled with “muscular liberalism” would “challenge extremist ideology, exposing it for the lie that it is.” This article exists at the place of the apostrophe—as the scare mark (‘ ’) becomes an enclosure, enclosing a manufactured possession. “Is Britishness just a made up concept? Who determines what is or is not fundamental? I want to problematize what they include and exclude in their concept of “British Values.” What is this “British” they talk about and why do they feel a need for this “Britain” to exist? Within the enclosures provided by ‘ten scare marks’, I present research into historical and contemporary formulations of Britishness taken from academic texts, school textbooks, and websites. In addition, by invoking the work of Serres, Bhabba, and Billig, I seek to confront Cameron’s challenging discourse. Within this article, I do not though attempt to detail an authentic Britishness but rather from the outset argue that there is, and This analysis is disturbing. It disturbs my thoughts but also my personal history- it is troubling. never was any authenticity in this concept. What I seek to argue here is that their “British-ness” is nothing more than a portable, lean-to concept of violence. A “manufactured concept” (Nationalism and the origins of prejudice, International Journal of Historical Teaching, Learning and Research) which locates an inclusion but by default formulates an exclusion whose antecedents lie more in the government counter terrorists’ strategies than any substantial historical fact If it is manufactured where does this leave my schooling – which told me Britain was great? (Britishness from a linguistic perspective in school textbooks). The paper concludes by suggesting that their “Britain” is a rhetorical trope. It is itself a Trojan horse—which through flagging and banal nationalism (Banal nationalism) indoctrinates and radicalizes our children into an invented—pererted nationalism that the political elite employs to deal with a perceived/conceived/contrived threat of an internal other to our geographical, historical, and ideological borders.

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Section: Resultsmentioning

confidence: 99%

Fundamental British Values

Hodkinson

2020

International Review of Qualitative Research

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“…Cosmic philosophy has elements of atavism: backward looking, desiring a return to an earlier time, even to a golden age. The drawing upon history for models of personal behaviours has echoes of cosmic philosophy, indeed, at the end of the 19 th century this was a major factor in the teaching of history in British state schools via the medium of class readers, a major element of which were historical stories (Yeandle, 2003). eclectic teachers of history No dominant factor shapes and forms the eclectic teachers' views about the purpose of history.…”

Section: Eclecticmentioning

confidence: 99%

From Novice to Effective Teacher: A Study of Postgraduate Training and History Pedagogy

Guyver¹,

Nichol²

2004

History Education Research Journal

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The question of what makes for effective initial professional development of teachers is both complex and contested. From 1992 in England there have been major changes to the pattern of initial teacher training [ITT], changes that have been centrally imposed with minimal or no consultation with the Higher Education Institutes' [HEI] teacher training community involved. The revolution has seen initial professional development move its locus from HEIs to schools and colleges, with a downgrading in both the role and status of HEIs in the process. The study reported below is a longitudinal one from 1996-2000 into the factors that affect the professional development of teachers of history to 7-11 year olds. Because of the disruption caused by changes in government policy towards both schools and HEIs the research adopted a case study approach, examining the career paths of 18 initial trainees within the context of developing their professionalism. The findings are accordingly tentative but suggest that professional development in terms of the teaching of history is a highly complex long-term process that has two dominant influences: the students' prior experience of both learning and being taught history and the Initial Teacher Training within the HEI. The paper examines within the ITT course the affect that an Intervention Strategy for the teaching of History had upon the student teachers. The conclusion is that where students have a well developed and syntactic understanding of the discipline prior to the course that the Intervention Strategy builds upon and complements, they are able to develop many of the features of proto-expert teachers of history. Where their prior experience of history as an academic discipline is limited, both the overall college course and the Intervention Strategy have a relatively superficial impact upon their development as teachers of history.

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Writing for Children: History Textbooks and Teaching Texts

Nichol¹

2003

History Education Research Journal

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Empire, Englishness and Elementary School History Education, c.1880-1914

Cited by 3 publications

References 4 publications

Fundamental British Values

Fundamental British Values

From Novice to Effective Teacher: A Study of Postgraduate Training and History Pedagogy

Writing for Children: History Textbooks and Teaching Texts

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