Literacy models and the reconstruction of history education. A comparative discourse analysis of two lesson plans.

Autor/inn/en	Collin, Ross; Reich, Gabriel A.
Titel	Literacy models and the reconstruction of history education. A comparative discourse analysis of two lesson plans.
Quelle	In: Journal of curriculum studies, 47 (2015) 4, S. 462-485Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2015.1020878
Schlagwörter	Kompetenz; Diskursanalyse; Geschichtsunterricht; Ethische Erziehung; Kritik
Abstract	This article presents discourse analyses of two lesson plans designed for secondary school history classes. Although the plans focus on the same topic, they rely on different models of content area literacy: disciplinary literacy, or reading and writing like experts in a given domain, and critical literacy, or reading and writing to address injustice. The discourse analyses focus on how each plan (a) reimagines the field of secondary school history and (b) places students in reading and writing positions in the rebuilt field. Each plan, the article concludes, remakes secondary school history in relation to four other fields: the university, the professional workplace, everyday life and the public sphere. Secondary school history is reimagined as standing closer or farther away from each of these four fields. Moreover, each plan rebuilds secondary school history as a moral environment where certain kinds of moral knowledge, but not others, should be mobilized when reading, writing, speaking, thinking and listening.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2015/4