Interrupting history. Rethinking history curriculum after "the end of history".

Autor/in	Parkes, Robert John
Titel	Interrupting history. Rethinking history curriculum after "the end of history".
Quelle	New York u.a.: Peter Lang (2011), XII, 153 S.Verfügbarkeit
Reihe	Counterpoints. 404. Studies in the Postmodern Theory of Education
Beigaben	Literatur- und URL-Angaben S. [135]-153
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-4331-1239-6; 978-1-4331-1239-3; 978-1-4331-1240-9; 978-1-4539-0218-9
Schlagwörter	Bildungsforschung; Postmoderne; Australien; Curriculum; Geschichtsunterricht; Geschichtswissenschaft; Curriculumentwicklung; Kritische Theorie; Weltgeschichte; Postmoderne; Wissenschaftstheorie; Bildungsforschung; Curriculum; Curriculumentwicklung; Geschichtsunterricht; Historiografie; Weltgeschichte; Kritische Theorie; Wissenschaftstheorie; Geschichtswissenschaft; Australien
Abstract	Since the emergence of postmodern social theory, history has been haunted by predictions of its imminent end. Postmodernism has been accused of making historical research and writing untenable, encouraging the proliferation of revisionist histories, providing fertile ground for historical denial, and promoting the adoption of a mournful view of the past. This... book re-examines the nature of the alleged "threat" to history posed by postmodernism, and explores the implications of postmodern social theory for history as curriculum. The book will be of interest to curricularists and critical pedagogues around the globe, and to history educators at all levels of education. Making an important contribution to the struggle for critical and effective histories, it is a must-read text for those studying or teaching history today. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/2