Chapman, Arthur;
(2024)
Connaître l’histoire : réflexions sur la tradition disciplinaire en Angleterre.
Diversité
, 204
10.35562/diversite.4486.
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Abstract
Cet article aborde l’approche disciplinaire de l’enseignement de l’histoire en Angleterre, en la situant dans son contexte politique contemporain et en relation avec l’approche réaliste sociale de la connaissance de Michael Young. Le concept de « littéracie historique » de Peter Lee est discuté et les défis liés à la mise en œuvre de l’approche disciplinaire dans les écoles sont soulignés. // This paper overviews the disciplinary approach to history teaching in England, locating it in its contemporary political context and in relation to Michael Young’s social realist approach to knowledge. Peter Lee’s concept of ‘historical literacy’ is discussed and challenges in achieving the disciplinary approach in schools are outlined.
| Type: | Article |
|---|---|
| Title: | Connaître l’histoire : réflexions sur la tradition disciplinaire en Angleterre |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.35562/diversite.4486 |
| Publisher version: | https://doi.org/10.35562/diversite.4486 |
| Language: | English |
| Additional information: | This is an Open Access article published under CC BY-SA licence (https://creativecommons.org/licenses/by-sa/4.0/deed.en). |
| Keywords: | Connaissance puissante, curriculum, discipline, pensée historique // Powerful knowledge, curriculum, discipline, historical thinking |
| UCL classification: | UCL 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/10190540 |
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