Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis

Author:

Dickens Siobhan1ORCID

Affiliation:

1. Faculty of Education, University of Cambridge, Hills Road, Cambridge, CB2 8PQ, UK

Funder

ESRC

Economic and Social Research Council

Publisher

Informa UK Limited

Subject

Education

Reference116 articles.

1. History lessons: inequality, diversity and the national curriculum

2. Teachers’ curriculum agency in teaching a standards‐based curriculum

3. Discourse Analysis Means Doing Analysis: A Critique Of Six Analytic Shortcomings

4. AQA. (2018). AS and A-level History; AS (7041); A-level (7042). specifications: For teaching from September 2015 onwards; for AS exams in May/June 2016 onwards; for A-level exams in May/June 2017 onwards. version 1.2 18 September 2018. AQA Education. https://filestore.aqa.org.uk/resources/history/specifications/AQA-7041-7042-SP-2015.PDF

5. Atkinson, H., Bardgett, S., Budd, A., Finn, M., Kissane, C., Qureshi, S., Saha, J., Siblon, J. & Sivasundaram, S. (2018). Race, ethnicity & equality in UK history: A report and resource for change. Royal Historical Society. https://5hm1h4aktue2uejbs1hsqt31-wpengine.netdna-ssl.com/wp-content/uploads/2018/10/RHS_race_report_EMBARGO_0001_18Oct.pdf

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