In the Service of Technocratic Managerialism? History in UK Universities
| Autor: | Claire Norton, Mark Donnelly |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Value (ethics)
Conceptualization Higher education business.industry media_common.quotation_subject 05 social sciences 050301 education 06 humanities and the arts Education Epistemology Managerialism 060104 history History and Philosophy of Science Political history Pedagogy 0601 history and archaeology Sociology Ideology Philosophy of education business 0503 education Academic history media_common |
| Zdroj: | Educational Philosophy and Theory. 49:643-655 |
| ISSN: | 1469-5812 0013-1857 |
| Popis: | This article discusses the conceptualization, organization and philosophical orientation of academic history culture in UK higher education. It problematizes the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing, socio-political functions, and the presumed cultural value of the discipline practices that students learn to perform. We suggest that current conceptions of history degree curricula are overly thin and organised around a dominant managerialist discourse of skills, personal development and learning outcomes. In a historicised world in which history-focused behaviour has a crucial, ideological, affirmatory role, and in which historical narratives have a privileged cognitive function, we argue that it is critical for university history students to be able to deconstruct the processes by which history legitimises itself, and reinforces matrices of power in our societies. The positioning of history in higher education as a form of technocratic managerialism closes down spaces in which students can explore the potential of historical practices as a means of engaging with issues of current socio-political and ethical concern. We ask in this article, is this what we want an academic history culture to do? |
| Databáze: | OpenAIRE |
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