About this paper

Appears in:
Pages: 441-450
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

PROBLEMATISED HISTORY PEDAGOGY IN INITIAL TEACHER EDUCATION: A RESEARCH CASE OF DISTURBANCE IN NEW ZEALAND’S SECONDARY SCHOOLING CURRICULUM

P. Hunter

The University of Waikato (NEW ZEALAND)
A growing disturbance with history’s identity in New Zealand’s secondary schooling curriculum disrupted my educational socialisation (curriculum, professional, academic) and inheritance of educational policy decisions. In turn, this disturbance shaped a critical stance in my research and practitioner work, and problematised history pedagogy [PHP] emerged as the phenomenon and method of my doctoral research. The PHP as narrative inquiry was situated in my history curriculum programme in a postgraduate year of secondary teacher education. I aimed to engage my history class (research participants as preservice teachers) in pedagogy that involved critique of and reflection on the things we do as history teachers in the secondary curriculum. Conceptualised as a reciprocal research process and system of meaning, the PHP involved the participants and me in reflexive inquiry through genealogical disclosure, fashioning of pedagogic identities, thinking historically, and critique of curriculum conceptions of history.

The presentation draws on the research as a case of pedagogic disturbance and offers insights into the participants’ thinking as beginning history teachers such as: uncertainties about historical knowledge; doubts and discomfort about dealing with ‘difficult’ knowledge; disillusionment with familiar historical narratives; limited engagement with historical research methods in school and university study, and observations of uncritical teacher modelling of history pedagogy. Emergent findings will be discussed in light of the public, accountable and discursive production of the national history curriculum.
@InProceedings{HUNTER2015PRO,
author = {Hunter, P.},
title = {PROBLEMATISED HISTORY PEDAGOGY IN INITIAL TEACHER EDUCATION: A RESEARCH CASE OF DISTURBANCE IN NEW ZEALAND’S SECONDARY SCHOOLING CURRICULUM},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {441-450}}
TY - CONF
AU - P. Hunter
TI - PROBLEMATISED HISTORY PEDAGOGY IN INITIAL TEACHER EDUCATION: A RESEARCH CASE OF DISTURBANCE IN NEW ZEALAND’S SECONDARY SCHOOLING CURRICULUM
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 441
EP - 450
ER -
P. Hunter (2015) PROBLEMATISED HISTORY PEDAGOGY IN INITIAL TEACHER EDUCATION: A RESEARCH CASE OF DISTURBANCE IN NEW ZEALAND’S SECONDARY SCHOOLING CURRICULUM, EDULEARN15 Proceedings, pp. 441-450.
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