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The Purpose and Practice of History ...

Stout, Aaron P.

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The Purpose and Practice of History Education: Can a Humanist Approach to Teaching History Facilitate Citizenship Education?

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Purpose and Practice of History Education: Can a Humanist Approach to Teaching History Facilitate Citizenship Education?/
Author:	Stout, Aaron P.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	205 p.
Notes:	Source: Masters Abstracts International, Volume: 81-09.
Contained By:	Masters Abstracts International81-09.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27671478
ISBN:	9781392592755

The Purpose and Practice of History Education: Can a Humanist Approach to Teaching History Facilitate Citizenship Education?
Stout, Aaron P.

The Purpose and Practice of History Education: Can a Humanist Approach to Teaching History Facilitate Citizenship Education? - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 205 p.

Source: Masters Abstracts International, Volume: 81-09.

Thesis (M.A.)--University of Lethbridge (Canada), 2020.

This item must not be sold to any third party vendors.

History has a longstanding relationship with citizenship education (Osborne,2000). Pedagogically, history classes were used to pass on established narratives tostudents that reinforced predetermined social priorities. Needless to say, the transmissionof nationalistic content has not developed students who know history (DominionInstitute, 2009). Recent scholarship argues that a procedural approach to historyeducation will foster the development of students' historical consciousness (Seixas &Morton, 2013, Seixas, 2006). This thesis questions the effect of a historical thinkingpedagogy, suggesting that the procedural approach does little to shift the historicalconsciousness of students. Instead, inspired by the work of Barton and Levstik (2004),this thesis argues that history should be taught as a humanity (Nussbaum, 2006), thatstrives to foster disciplinary thinking, open-mindedness, and imaginative understanding,in order to be relevant as a means of citizenship education in a pluralistic democracy.

ISBN: 9781392592755Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Citizenship education

The Purpose and Practice of History Education: Can a Humanist Approach to Teaching History Facilitate Citizenship Education?
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500 $a Source: Masters Abstracts International, Volume: 81-09.
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520 $a History has a longstanding relationship with citizenship education (Osborne,2000). Pedagogically, history classes were used to pass on established narratives tostudents that reinforced predetermined social priorities. Needless to say, the transmissionof nationalistic content has not developed students who know history (DominionInstitute, 2009). Recent scholarship argues that a procedural approach to historyeducation will foster the development of students' historical consciousness (Seixas &Morton, 2013, Seixas, 2006). This thesis questions the effect of a historical thinkingpedagogy, suggesting that the procedural approach does little to shift the historicalconsciousness of students. Instead, inspired by the work of Barton and Levstik (2004),this thesis argues that history should be taught as a humanity (Nussbaum, 2006), thatstrives to foster disciplinary thinking, open-mindedness, and imaginative understanding,in order to be relevant as a means of citizenship education in a pluralistic democracy.
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