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Teaching the "non-examinable": Estella Lewis’s contribution to post-war history education in the UK

Edwards, C; (2021) Teaching the "non-examinable": Estella Lewis’s contribution to post-war history education in the UK. Paedagogica Historica 10.1080/00309230.2020.1856151. (In press). Green open access

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Abstract

Estella Lewis’s handbook for teachers, Teaching History in Secondary Schools, published in 1960, is examined to reflect upon the teaching of history in the UK during the postwar period, a text that addresses the “problem” of teaching history to “non-academic” children attending secondary modern schools. Lewis’s ideas, attitudes, and values towards this question are explored fully in order to show her contesting history education aims, content, and methods. Her work as a history educator, alongside other authors, is significant in the way it sheds light on the largely unexamined discourse on how history teaching in postwar secondary modern schools was conceptualised. Generally presented as deserted and unchanging, the landscape of postwar history education that appears in Lewis’s text is a social practice bustling with activity.

Type: Article
Title: Teaching the "non-examinable": Estella Lewis’s contribution to post-war history education in the UK
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00309230.2020.1856151
Publisher version: https://doi.org/10.1080/00309230.2020.1856151
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Social practice, pedagogic discourse, community of practice, written curriculum, collective memory
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10115429
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