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| Autor/in | Burley, Stephanie |
|---|---|
| Titel | Pedagogy, Politics and the Profession: A Practical Perusal of Past, Present and Future Developments in Teaching History in Australian Schools |
| Quelle | In: Teaching History, (2012) 147, S.53-59 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0610 |
| Schlagwörter | Curriculum Development; Foreign Countries; Educational Change; History Instruction; Historians; National Curriculum; Australia; Canada; United Kingdom; United Kingdom (England) |
| Abstract | History curriculum reform proposals and debates are a persistent feature of the contemporary educational landscape in England and, very probably, a "sign of the times" that can reveal a great deal about contemporary predicaments and concerns. History curriculum controversy is also a global phenomenon and one that can fruitfully--and, perhaps, only truly--be understood in a comparative context. In "Teaching History 137" Peter Seixas reported on recent controversies and developments in British Columbia. In this article, Stephanie Burley provides a narrative of recent curriculum reform controversies and processes in Australia and an account of key features of the emerging Australian National History Curriculum. (Contains 4 figures.) (As Provided). |
| Anmerkungen | Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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