In the Service of Technocratic Managerialism? History in UK Universities

Autor/inn/en	Donnelly, Mark; Norton, Claire
Titel	In the Service of Technocratic Managerialism? History in UK Universities
Quelle	In: Educational Philosophy and Theory, 49 (2017) 6, S.643-655 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1104232
Schlagwörter	Foreign Countries; Higher Education; Individual Development; Educational Philosophy; Epistemology; History; Intellectual Disciplines; College Students; Ethics; Academic Education; Benchmarking; Historians; Theory Practice Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Geschichte; Geschichtsdarstellung; Geisteswissenschaften; Collegestudent; Ethik; Akademische Bildung; Historian; Historiker; Theorie-Praxis-Beziehung; Großbritannien
Abstract	This article discusses the conceptualisation, organisation and philosophical orientation of academic history culture in UK higher education. It problematises the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing, sociopolitical functions, and the presumed cultural value of the discipline practices that students learn to perform. We suggest that current conceptions of history degree curricula are overly thin and organised around a dominant managerialist discourse of skills, personal development and learning outcomes. In a historicised world, in which history-focused behaviour has a crucial, ideological, affirmatory role, and in which historical narratives have a privileged cognitive function, we argue that it is critical for university history students to be able to deconstruct the processes by which history legitimises itself, and reinforces matrices of power in our societies. The positioning of history in higher education as a form of technocratic managerialism closes down spaces in which students can explore the potential of historical practices as a means of engaging with issues of current sociopolitical and ethical concern. We ask in this article, is this what we want an academic history culture to do? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01