Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21013
Title: 'Surprise Me!' The (im)possibilities of agency and creativity within the standards framework of history education
Contributor(s): Clark, Jennifer (author); Nye, Adele  (author)orcid 
Publication Date: 2017
Open Access: Yes
DOI: 10.1080/00131857.2015.1104231
Handle Link: https://hdl.handle.net/1959.11/21013
Abstract: In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.
Publication Type: Journal Article
Source of Publication: Educational Philosophy and Theory, 49(6), p. 656-668
Publisher: Routledge
Place of Publication: Oxon, United Kingdom
ISSN: 0013-1857
1469-5812
Field of Research (FOR): 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
130103 Higher Education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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