Inquiring into the political dimension of history classroom practices : Suggestions for epistemological criteria and analytical concepts

• In this paper, three epistemological criteria are suggested against which analytical frameworks for studying the political dimension of history classroom practices can be deemed viable. The suggested criteria - (I) the primacy of practice, (II) the primacy of empirical openness and (III) the primacy of the political - are articulated by conducting critical and affirmative readings of previously established concepts, primarily historical consciousness. To clarify their application, the criteria are positioned in relation to the premises and concepts of a potential framework; namely, the logics of critical explanation (Glynos & Howarth, 2007), the viability of which is argued for theoretically and empirically.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

HUMANIORA  -- Historia och arkeologi -- Historia (hsv//swe)

HUMANITIES  -- History and Archaeology -- History (hsv//eng)

Nyckelord

History Education

History Wars

Politics

Classroom Practice

Education

Pedagogik

Historia

History

Publikations- och innehållstyp

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