How Teaching the English Revolution (or Not) Became a Landmark Debate in German History Didactics

Autor/in	Götz, Georg
Titel	How Teaching the English Revolution (or Not) Became a Landmark Debate in German History Didactics
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 54 (2018) 5, S.531-544 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Götz, Georg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2018.1482360
Schlagwörter	Foreign Countries; History Instruction; Conflict; Academic Discourse; Preservice Teacher Education; Educational History; Modern History; Instructional Innovation; Educational Change; West Germany + Suchen Sie Ihr Suchwort? Ausland; History lessons; Geschichtsunterricht; Konflikt; Discourse; Diskurs; Lehramtsstudiengang; Lehrerausbildung; History of education; Bildungsgeschichte; Neuere Geschichte; Educational Innovation; Bildungsinnovation; Bildungsreform
Abstract	This paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history -- both as an academic discipline and as a school subject -- was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn's revolutionary concept of teaching history which immediately came under attack. This debate -- and others -- had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history's relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu's field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn's approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of "Geschichtsdidaktik" in Germany which helps to explain why there is a difference in comparison to other countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01