Advertisement

The Three Contexts of Writing About History Teaching

  • Jennifer ClarkEmail author
  • Adele Nye
Chapter

Abstract

When writing about the teaching of history in universities, three contexts become apparent. The first is the enormous diversity and sophistication of historical practice and historical thinking. The second is the existence of Threshold Learning Outcomes (TLO) to standardise history teaching. The third is the Scholarship of Teaching and Learning which has provided an international intellectual and practical framework within which to discuss discipline teaching. In this chapter, we position this book within those contexts and introduce its purpose.

References

  1. Note: Some sections of this chapter were first published as part of Clark, J., & Nye, A. (2017). ‘Surprise me!’: The (im)possibilities of agency and creativity within the standards framework of history education. Educational Philosophy and Theory, 49(6), 656–668.Google Scholar
  2. Ankersmit, F. (1994). History and tropology. Berkeley: University of California Press.Google Scholar
  3. Australian Learning and Teaching Council. (2009). Historical Thinking in Higher Education: An ALTC Discipline-Based Initiative, Sydney (Hughes-Warrington, M., Roe, J., Nye, A., Bailey, M., Peel, M., Russell, P., Laugesen, A., Deacon, D., Kiem, P. & Trent, F.). Retrieved July 20, 2014, from file:///Users/u1/Downloads/hughes-warrington_report_altc_2007%20(1).pdf.Google Scholar
  4. Barclay, K. (2009). Thinking about family legacy. Women’s History Network Magazine, 61, 26–29.Google Scholar
  5. Barnett, R. (2011). The idea of the university in the twenty-first century: Where’s the imagination? Yüksekogretim Dergisi: Journal of Higher Education, 1(2), 88–94.  https://doi.org/10.2399/yod.11.088.CrossRefGoogle Scholar
  6. Barnett, R. (2013, Jan 3rd). Head in the clouds, feet on the ground: An imaginative approach towards the university. Times Higher Education, 2082, 36–39.Google Scholar
  7. Black, A., Fornasiero, J., Jansen, J., & Horton, P. (2016). The ‘new and singular bird’ of St Peter Island. South Australian Ornithologist, 42(1), 1–10.Google Scholar
  8. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching. San Francisco: Jossey-Bass.Google Scholar
  9. Boyer, E. L. (2015). Scholarship reconsidered: Priorities of the professoriate (updated and expanded by D. Moser, T. C. Ream & J. M. Braxton and Associates). San Francisco: Jossey-Bass.Google Scholar
  10. Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: ACT DEEWR.Google Scholar
  11. Brawley, S. (2007). The internationalisation of the scholarship of teaching and learning: The formation of History SoTL. History Australia, 4(2), 46.1–46.10.  https://doi.org/10.2104/ha070046.
  12. Brawley, S., Clark, J., Dixon, C., Ford, L., Ross, S., Upton, S., et al. (2012). Learning outcomes assessment and history: TEQSA, the After Standards project and the QA/QI challenge in Australia. Arts and Humanities in Higher Education, 12(1), 20–35.CrossRefGoogle Scholar
  13. Brawley, S., Clark, J., Dixon, C., Ford, L., Grolman, L., Ross, S., et al. (2011). Applying standards to tertiary-level history: Policy, challenges and the After Standards project. History Australia, 8(3), 172–188.  https://doi.org/10.1177/1474022212460745.CrossRefGoogle Scholar
  14. Brawley, S., Clark, J., Dixon, C., Ford, L., Nielsen, E., Ross, S., & Upton, S. (2013). After Standards: Engaging and Embedding History Standards using International Best Practice to Inform Curriculum Renewal, Final Report. Retrieved May 31, 2016, from http://www.olt.gov.au/resource-after-standards.
  15. Booth, A. (2000). Creating a context to enhance student learning in history. In A. Booth & P. Hyland (Eds.), The practice of university history teaching. Manchester: Manchester University Press.Google Scholar
  16. Booth, A. (2014). History teaching at its best: Historians talk about what matters what works what makes a difference. Borrowash, UK: Rippleround Publishing.Google Scholar
  17. Calder, L. (2006). Uncoverage: Toward a signature pedagogy for the history survey. The Journal of American History, 92, 1358–1370.  https://doi.org/10.2307/4485896.CrossRefGoogle Scholar
  18. Carr, E. H. (1961). What is history. New York: Random House.Google Scholar
  19. Chapman, A., Foka, A., & Westin, J. (2016). Introduction: What is historical game studies? Rethinking History: Journal of Theory and Practice, 1–14.  https://doi.org/10.1080/13642529.2016.1256638.
  20. Clark, J. (2009). What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes. Journal of University Teaching and Learning Practice, 6(2). http://ro.uow.edu.au/jutlp/vol6/iss2/3.
  21. Clark, J. (2012). Objects of subversion: Displaying the material culture of motoring and telling competing stories. In S. H. Dudley, A. J. Barnes, J. Binnie, J. Petrov & J. Walklate (Eds.), Narrating Objects, Collecting Stories (pp. 221–236). London: Routledge.Google Scholar
  22. Clark, J., Gurney, L., Lawrence, S., Leece, R., Malouff, J., Masters, Y., et al. (2015). Embedding an institution-wide capacity building opportunity around transition pedagogy: First year teaching and learning network coordinators. The International Journal of the First Year in Higher Education, 6(1), 107–119.  https://doi.org/10.5204/intjfyhe.v6i1.268.CrossRefGoogle Scholar
  23. Cohen, D. J., & Rosenzweig, R. (2006). Digital history: A guide to gathering, preserving and presenting the past on the web. Philadelphia: University of Pennsylvania Press.Google Scholar
  24. Cropley, A., & Cropley, D. (2009). Fostering creativity: A diagnostic approach for higher education and organizations. Cresskill, NJ: Hampton Press.Google Scholar
  25. d’Abrera, B. (7 Jan 2017). A new breed of historian. The Spectator. http://www.spectator.co.uk/2017/01/new-breed-historian/.
  26. Damousi, J. (2017). Sounds and silences of war. In J. Damousi & P. Ashton (Eds.), A cultural history of sound, memory and the senses. Oxon, UK: Routledge.Google Scholar
  27. Davison, G. (2000). The use and abuse of Australian history. Sydney: Allen and Unwin.Google Scholar
  28. De Groot, J. (2009). Consuming history: Historians and heritage in contemporary popular culture. London: Routledge.Google Scholar
  29. De Groot, J. (2015). Remaking history: The past in contemporary historical fiction. London & New York: Routledge.Google Scholar
  30. Donnelly, M., & Norton, C. (2011). Doing history. London: Routledge.Google Scholar
  31. D’Sena, P. (2015). History Events at the IHR Teaching History in Higher Education. Retrieved January 20, 2017 from http://www.history.ac.uk/events/browse/17956.
  32. Elton, L. (2009). Continuing professional education: The role of the scholarship of teaching and learning. Arts and Humanities in Higher Education, 8(3), 247–258.CrossRefGoogle Scholar
  33. Ercikan, K., & Seixas, P. (Eds.). (2015). New directions in assessing historical thinking. New York: Routledge.Google Scholar
  34. Fanghanel, J. (2013). Going public with pedagogical inquiries: SoTL as a methodology for faculty professional development. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 59–70. Retrieved January 20, 2017 from http://www.jstor.org/stable/10.2979/teachlearninqu.1.1.59.
  35. Fordham, M. (2017). Tradition, authority and disciplinary practice in history education. Educational Philosophy and Theory, 49(6), 631–642.  https://doi.org/10.1080/00131857.2015.1135777.CrossRefGoogle Scholar
  36. Gapps, S. (2009). A view of historical reenactment and authenticity from inside the costume cupboard of history. Rethinking History: The Journal of Theory and Practice, 13(3), 395–409.  https://doi.org/10.1080/13642520903091159.CrossRefGoogle Scholar
  37. Gardiner, J. (1985). What is history today?. London: Macmillan Education.Google Scholar
  38. Gilpin, L. (2013). SoTL in verse. Teaching & Learning Inquiry, 1(1), 117–119.CrossRefGoogle Scholar
  39. Griffiths, T. (2016). The art of time travel: Historians and their craft. Carlton, Vic: Black Inc.Google Scholar
  40. Guilliatt, R. (2016). He’s got history: Geoffrey Blainey is rewriting history in his latest books—and quietly defending his reputation. The Weekend Australian Magazine, 29–30, October.Google Scholar
  41. Holmes, K. (2011). Between the leaves: Stories of Australian women, writing and gardens. Crawley, WA: UWA Publishing.Google Scholar
  42. Huber, M. T. (2016). Scholarship Reconsidered’s influence in later Carnegie foundation work. In E. L. Boyer, Scholarship reconsidered: Priorities of the professoriate (Updated and expanded by Drew Moser, Todd C. Ream, John M. Braxton and Associates). San Francisco: Jossey-Bass.Google Scholar
  43. Huber, M., & Brawley, S. (2013). A forum on assessment, accountability and the humanities: Introduction: Minding—and managing—the gap. Arts and Humanities in Higher Education, 21(1), 3–6.  https://doi.org/10.1177/1474022214531502.CrossRefGoogle Scholar
  44. Hughes Warrington, M. (2013). Revisionist histories. London: Routledge.Google Scholar
  45. Hughes-Warrington, M., Roe, J., Nye, A., Bailey, M., Peel, M., Russell, P., et al. (2009). Historical thinking in higher education: An ALTC discipline-based initiative. Australia: Australian Learning and Teaching Council, Sydney.Google Scholar
  46. Jenkins, K. (2003). Refiguring history: New thoughts on an old discipline. London: Routledge.Google Scholar
  47. Jones, S., Harvey, M., Lefoe, G., & Ryland, K. (2014). Synthesising theory and practice: Distributed leadership in higher education. Educational Management Administration & Leadership, 42(5), 603–619.  https://doi.org/10.1177/1741143213510506.CrossRefGoogle Scholar
  48. Jordanova, L. (2006). History in practice (2nd ed.). London: Bloomsbury Academic.Google Scholar
  49. Jordanova, L. (2012). The look of the past: Visual material and evidence in historical practice. Cambridge: Cambridge University Press.Google Scholar
  50. Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education. Final Report for ALTC Senior Fellowship Program. Retrieved December 18, 2013 from http://fyhe.com.au/wp-content/uploads/2012/10/Kift-Sally-ALTC-Senior-FellowshipReport-Sep-092.pdf.
  51. Landsburg, A. (2004). Prosthetic memory: The transformation of American remembrance in the age of mass culture. New York: Columbia University Press.Google Scholar
  52. Ludvigsson, D., & Booth, A. (Eds.). (2015). Enriching history teaching and learning: Challenges, possibilities, practice. Linköping: Linköping University.Google Scholar
  53. Macintyre, S., & Scalmer, S. (2006). What if?: Australian history as it might have been. Melbourne: Melbourne University Press.Google Scholar
  54. Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practicing within the disciplines. In C. Rust (Ed.), Improving student learning—ten years on. Oxford: OCSLD.Google Scholar
  55. Middendorf, J., & Pace, D. (2004). Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning, 98, 1–12.CrossRefGoogle Scholar
  56. Millar, C. & Peel, M. (2004). Canons old and new?: The undergraduate history curriculum in 2004. History Australia, 2(1), 14.1–14.13.Google Scholar
  57. Millar, C. & Peel, M. (2006). Honours and Postgraduate Coursework Programs 2005–6, Retrieved October 20, 2009 from http://www.theaha.org.au/2006_AHA_Final_Report.doc.
  58. Neumann, F. (2015). Bielefeld Conference on Teaching History in Higher Education. Retrieved May 31, 2016 from http://www.hsozkult.de/event/id/termine-28860.
  59. Nye, A. (2016a, May). Shaping the discipline: Teaching history in Australian universities. Paper presented at Teaching History in Higher Education, Bielefeld University, Bielefeld, Germany.Google Scholar
  60. Nye, A. (2016b). Researching the history discipline in Australian universities: three national studies. Paper presented at Australian Association for Research in Education (AARE), Melbourne (VIC. 28 Nov–2 Dec 2016).Google Scholar
  61. Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Deacon, D., & Kiem, P. (2011). Exploring historical thinking and agency with undergraduate history students. Studies in Higher Education, 36(7), 763–780.  https://doi.org/10.1080/03075071003759045.CrossRefGoogle Scholar
  62. Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Peel, M., Deacon, D., Laugesen, A., & Kiem, P. (2009). Historical thinking in higher education: Staff and student perceptions of the nature of historical thinking. History Australia, 6(3), 73.1–73.18. doi.org.ezproxy.une.edu.au/ https://doi.org/10.2104/ha090073.
  63. Retz, T. (2017). The structure of historical inquiry. Educational Philosophy and Theory, 49(6), 606–617.  https://doi.org/10.1080/00131857.2015.1101365.CrossRefGoogle Scholar
  64. Reynolds, H. (n.d). The public role of history: What public role does history have, particularly when issues such as Reconciliation are being discussed? Retrieved April 5, 2017 from https://www.nla.gov.au/events/history/papers/Henry_Reynolds.html.
  65. Roberts, D. (1995). Bells Falls massacre and Bathurst’s history of violence: Local tradition and Australian historiography. Australian Historical Studies, 26(105), 615–633.CrossRefGoogle Scholar
  66. Roe, J., & Arrowsmith, R. (2002). Report on trends from AHA ‘The State of History’ survey, 2000–2002 (Unpublished report to Heads of History Conference).Google Scholar
  67. Rosenzweig, R. (2011). Clio wired: The future of the past in the digital age. Colombia: Colombia University Press.Google Scholar
  68. Seixas, P. (2006). Benchmarks of historical thinking: A framework for assessment in Canada. Vancouver: University of British Columbia, Centre for the Study of Historical Consciousness.Google Scholar
  69. Savin-Baden, M. (2008). Liquid learning and troublesome spaces: Journeys from the threshold. In R. Land, J. Meyer, & J. Smith (Eds.), Threshold concepts within the disciplines (pp. 75–88). Rotterdam: Sense Publishers.Google Scholar
  70. Thomas, T., Wallace, J., Allen, P., Clark, J., Cole, B., Jones, A., Lawrence, J., & Sheridan Burns, L. (2014). Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines. Proceedings of the First Year in Higher Education Conference, Darwin, July 2014. Retrieved August 20, 2015 from http://fyhe.com.au/past_papers/papers14/08A.pdf.
  71. Timmins, G., Vernon, K., & Kinealy, C. (2005). Teaching and learning history. London: Sage.Google Scholar
  72. Trigwell, K., & Felton, P. (2011). Is SoTL good for faculty professional development? Paper presented at Transforming the Academy through the Theory & Practice of SoTL, Wisconsin, US. Retrieved May 20, 2015 from www.indiana.edu/~issotl/past_issotl/FeltenTrigwellISSOTL11.ppt.
  73. Turkle, S. (2004). How computers change the way we think. The Chronicle of Higher Education, 50(21), B26–B28.Google Scholar
  74. White, H. (1973). Metahistory: The historical imagination in nineteenth century Europe. Baltimore, MD: John Hopkins University Press.Google Scholar
  75. Wilson, K. (2009, June–July). Success in first year. The impact of institutional, programmatic and personal interventions on an effective and sustainable first-year student experience. Keynote address presented at the 12th First Year in Higher Education Conference. Retrieved May 20, 2015 from http://www.fyhe.com.au/past_papers/papers09/ppts/Keithia_Wilson_paper.pdf.
  76. Wilson, R. (2017). The language of the past. London: Bloomsbury Academic.Google Scholar
  77. Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press.Google Scholar
  78. Wood, P. (2004). Democratic leadership: Drawing distinctions with distributed leadership. International Journal of Leadership in Education, 7(1), 3–26.  https://doi.org/10.1080/1360312032000154522.CrossRefGoogle Scholar
  79. Zepke, N. (2007). Leadership, power and activity systems in a higher education context: Will distributive leadership serve in an accountability driven world? International Journal of Leadership in Education, 10(3), 301–314.  https://doi.org/10.1080/13603120601181514.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.University of AdelaideAdelaideAustralia
  2. 2.University of New EnglandArmidaleAustralia

Personalised recommendations