Carroll, J.E.;
Retheorising national assessment of
the narrative mode for historical causal
explanation in England.
History Education Research Journal
, 18
(2)
pp. 148-165.
10.14324/HERJ.18.2.02.
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Abstract
In history curriculum design in England, currently at least two loci of authority – the history teachers’ ‘extended writing movement’ and the national awarding body Pearson Edexcel – present somewhat contrasting portrayals of the narrative mode for the purposes of historical causal explanation. Nonetheless, both loci suggest they are reappropriating academic knowledge for the purposes of secondary schooling in a fashion similar to what Basil Bernstein (1986) dubs ‘recontextualisation’. As a practising history teacher, I provide a phenomenological critique of Pearson Edexcel’s specifications for the national GCSE and A-level examinations from the perspective of the extended writing movement’s realisation of the Bernsteinian model, with a specific focus on the narrative mode for the purposes of historical causal explanation. In order to characterise the status of historical narrative in the academic field of production, I draw on analytic philosophies of history, theories of history by practising historians and historical explanations from one historiography: the Salem witch trials. Finally, I make recommendations for future reforms in national history examinations in England: constant revaluation with reference to academic knowledge; the avoidance of specific yet unsustainable claims about the discipline of history generally; and the abandonment of a genre-led assessment in favour of an epistemology-led alternative.
| Type: | Article |
|---|---|
| Title: | Retheorising national assessment of the narrative mode for historical causal explanation in England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.18.2.02 |
| Publisher version: | https://doi.org/10.14324/HERJ.18.2.02 |
| Language: | English |
| Additional information: | © 2021 Carroll. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | history, assessment, examinations, causation, narrative |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10158217 |
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