Why do ruling classes fear history?

Kaye, Harvey J.

doi:10.1080/03064229508535954

Cited by 5 publications

(4 citation statements)

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Section: Public and Political Consumption Of The Past: The Politicizamentioning

confidence: 98%

“…Politicians and ideologues of both sides of the political spectrum, within and outside Parliament, recognized the ideological and cultural significance of the subject. As Kaye (1996) has emphasised, governments have traditionally 'feared history' for this reason. In the 1980s, therefore, the New Right became particularly interested in debates over the teaching of history and English, as they provided opportunities to articulate restorationist visions of culture, heritage and nation (Phillips, 1992b).…”

Section: Public and Political Consumption Of The Past: The Politicizamentioning

confidence: 99%

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Contesting the Past, Constructing the Future: History, Identity and Politics in Schools

Phillips

1998

British Journal of Educational Studies

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This paper examines the ways in which the history curriculum in UK schools has been subject to contestation in recent years and considers the implications of the impact of postmodernismparticularly consumption -upon history teaching. It explores the relationship between 'official history' taught in schools and the 'unofficial histories' which influence children in the community, in the media and through the heritage industry. It argues that the powerful images gained outside the 'official' environment have profound implications for the ways in which children are influenced and socialized, which may cause schools to reconceptualize the way history is taught. In particular, it considers the implications of Giroux's (1992) concept of a 'border pedagogy' for history teaching.

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Section: Public and Political Consumption Of The Past: The Politicizamentioning

confidence: 98%

Section: Public and Political Consumption Of The Past: The Politicizamentioning

confidence: 99%

Contesting the Past, Constructing the Future: History, Identity and Politics in Schools

Phillips

1998

British Journal of Educational Studies

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“…The powerful images people find in the media, society, special languages and heritage sites gathered outside the official environment have profound implications for the ways in which children are influenced and socialized which causes the state to re-conceptualize the way SS is taught. Hence H Kaye (1996) argues that such History is normally feared because of its ideological and cultural significance. 81 Similarly in the Geography subject such competing knowledge has been identified by A Nyong, F Adesina, and B Elasha in their article on climate change mitigation and adaptation strategies.…”

Section: Integration Of Ss: Border Crossing Curriculummentioning

confidence: 99%

“…Hence H Kaye (1996) argues that such History is normally feared because of its ideological and cultural significance. 81 Similarly in the Geography subject such competing knowledge has been identified by A Nyong, F Adesina, and B Elasha in their article on climate change mitigation and adaptation strategies. 82 They illustrate and also suggest that, incorporating IK can enhance the development of sustainable climate change mitigation and adaptation strategies because of the richness in local content, relevance to local people.…”

Section: Integration Of Ss: Border Crossing Curriculummentioning

confidence: 99%

Rethinking the reflective praxis of the name Social Science: pedagogical 'mischief' in the Grade 4 to 9 Social Science curriculum

Kgari-Masondo¹

2017

Y&T

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The article depicts the global history of the Social Science (SS) curriculum to illustrate that already by the 19 th century Geography and History had been divided. The influence of non-integration of the SS was mainly by Geographical determinism which promulgated that the natural environment prescribes how people live, suggesting that all people living in a specific natural environment would respond in the same way when engaging with their environment. Such thinking inferred that human agency and culture had no role in such interaction. As a result some historians have neglected the environment in the study of History, which in turn served to further set boundaries for integration in SS. South Africa also subscribed to such a division as policy makers stipulated categorically in the Curriculum Assessment Policy Statement (CAPS) of Grade 4 to 9 that, SS is integrative in nature but has to be taught and administered as distinct Geography and History components. Integration occurs administratively when exam marks have to be combined as one to comprise SS-which is mischievous as it does not depict the reflective praxis of the subject pedagogically. The teaching and learning in terms of the content is divided into Geography and History but the summative is the only indicator of an integrated subject. From literature surveyed no investigation on the set topic has been undertaken in SA. The article thus proposes that non-integration of SS pedagogically speaking is 'mischievous' in the teaching and learning of SS in schools because the name negates what occurs practically in the teaching of the subject. The article through qualitative research drawing from interviews of trainee teachers enrolled in the Post Graduate Certificate Education doing SS at the University of KwaZulu-Natal enlightens the 'mischiefs' embedded in the SS curriculum. Drawing from some of the trainee teachers' views the conclusions and recommendations of the article are that, SS has to be integrated because as is it is pedagogically misleading and compromises the quality of teaching in the learning area. This implies that, SS is an integrated subject and has to be taught as such because Geography cannot be taught without History or vice versa, because the one without the other equates with an incomplete learning area.

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The Work of Memory and the Unfinished Past: Deepening and Widening the Social Study of Memory in Southeast Asia

Kwok¹,

Waterson

2001

Asian J Soc Sci

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Why do ruling classes fear history?

Cited by 5 publications

References 0 publications

Contesting the Past, Constructing the Future: History, Identity and Politics in Schools

Contesting the Past, Constructing the Future: History, Identity and Politics in Schools

Rethinking the reflective praxis of the name Social Science: pedagogical 'mischief' in the Grade 4 to 9 Social Science curriculum

The Work of Memory and the Unfinished Past: Deepening and Widening the Social Study of Memory in Southeast Asia

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