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Robert John Parkes, Shirley R. Steinberg - Interrupting History, Häftad

Häftad, Engelska, 2011

Interrupting History

Rethinking History Curriculum after ‘The End of History’

Av Robert John Parkes, Shirley R. Steinberg

Del 404 i serien Counterpoints

419 kr

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Beskrivning
Since the emergence of postmodern social theory, history has been haunted by predictions of its imminent end. Postmodernism has been accused of making historical research and writing untenable, encouraging the proliferation of revisionist histories, providing fertile ground for historical denial, and promoting the adoption of a mournful view of the past. This provocative book re-examines the nature of the alleged «threat» to history posed by postmodernism, and explores the implications of postmodern social theory for history as curriculum. Interrupting History will be of interest to curricularists and critical pedagogues around the globe, and to history educators at all levels of education. Making an important contribution to the struggle for critical and effective histories, it is a must-read text for those studying or teaching history today.
Produktinformation
  • Utgivningsdatum: 2011-09-03
  • Mått: 160 x 230 x 11 mm
  • Vikt: 250 g
  • Format: Häftad
  • Språk: Engelska
  • Serie: Counterpoints
  • Antal sidor: 156
  • Upplaga: 11001
  • Förlag: Peter Lang Publishing Inc
  • ISBN: 9781433112393
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Mer om författaren

Robert John Parkes, PhD, is Senior Lecturer in Curriculum Studies (history, social, and media education) at the University of Newcastle, Australia. He is co-editor, with Zsuzsa Millei and Tom Griffiths, of Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities, also published with Peter Lang.

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«‘Interrupting History’ brings thoughtful critiques of international ‘end of history’ debates and Australia’s ‘history wars’ to vivid life in the context of a specific curriculum history – New South Wales’ history curriculum during the 1990s. Working from locatable and clearly articulated standpoints, Robert John Parkes convincingly demonstrates the wisdom – and indeed necessity – of situated and embodied curriculum inquiry; [he is] a refreshing new voice in Australian curriculum studies.» (Noel Gough, Professor, La Trobe University)

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