History education in comprehensive schools: using school level data to interpret national patterns
History education in comprehensive schools: using school level data to interpret national patterns
This paper reports the findings from two large-scale national online surveys carried out in 2009 and 2010, which explored the state of history teaching in English secondary schools. Large variation in provision was identified within comprehensive schools in response to national policy decisions and initiatives. Using the data from the surveys and school-level data that are publicly available, this study examines situated factors, particularly the nature of the school intake, the numbers of pupils with special educational needs and the socio-economic status of the area surrounding the school, and the impact these have on the provision of history education. The findings show that there is a growing divide between those students that have access to the ‘powerful knowledge’ provided by subjects like history, and those that do not.
history education, curriculum policy, policy enactment, history curriculum
413-436
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Burn, Katharine
9d6203b4-1de4-407b-9d67-c04e93a29b3d
24 July 2012
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Burn, Katharine
9d6203b4-1de4-407b-9d67-c04e93a29b3d
Harris, Richard, Downey, Christopher and Burn, Katharine
(2012)
History education in comprehensive schools: using school level data to interpret national patterns.
Oxford Review of Education, 38 (4), .
(doi:10.1080/03054985.2012.707614).
Abstract
This paper reports the findings from two large-scale national online surveys carried out in 2009 and 2010, which explored the state of history teaching in English secondary schools. Large variation in provision was identified within comprehensive schools in response to national policy decisions and initiatives. Using the data from the surveys and school-level data that are publicly available, this study examines situated factors, particularly the nature of the school intake, the numbers of pupils with special educational needs and the socio-economic status of the area surrounding the school, and the impact these have on the provision of history education. The findings show that there is a growing divide between those students that have access to the ‘powerful knowledge’ provided by subjects like history, and those that do not.
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Published date: 24 July 2012
Keywords:
history education, curriculum policy, policy enactment, history curriculum
Organisations:
Southampton Education School
Identifiers
Local EPrints ID: 336164
URI: http://eprints.soton.ac.uk/id/eprint/336164
ISSN: 0305-4985
PURE UUID: 8e48e274-2d79-4db7-a81d-7756decc607e
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Date deposited: 16 Mar 2012 13:13
Last modified: 15 Mar 2024 03:26
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Author:
Richard Harris
Author:
Katharine Burn
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