Disturbing history's identity in the New Zealand curriculum to free up historical thinking
Hunter, P. (2011). Disturbing history's identity in the New Zealand curriculum to free up historical thinking. Curriculum Matters, 7, 48-69.
Permanent Research Commons link: http://hdl.handle.net/10289/7412
This paper conceives history in the New Zealand curriculum as a curriculum problem. In exposing this problem, history’s identity is thrown into question. I outline a motif of disturbance in light of my professional experiences of history curriculum and assessment policy shifts (1990s to 2010). From a critical pedagogy stance, I conceive the national curriculum’s events-based orientation to history as traditional and played out in pedagogy as exclusive cultural reproduction. From a critical pedagogy stance, I consider a counter approach to history curriculum that engages teacher agency and frees up possibilities for students’ historical thinking.
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