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History in the Classroom An Undisciplined Subject

Published online by Cambridge University Press:  04 April 2017

Laurence De Cock
Laurence De Cock*
Affiliation:
Lycée Joliot-Curie, Nanterre
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Abstract

This paper argues that a discipline taught in schools is more than a mere copy of scientific knowledge. It investigates the relationship between scholarly and pedagogic knowledge from the end of the nineteenth century, when the teaching of history was tasked with participating in the construction of a shared national culture. In fact, it is only by mobilizing tools from the social sciences that the complexity of history teaching can be understood. The repeated accusations directed at the teaching of history in schools therefore reflect a trite and hackneyed understanding of its nature and mission.

Type
Historical Research and History Teaching in Secondary Schools
Information
Annales. Histoire, Sciences Sociales - English Edition , Volume 70 , Issue 1 , March 2015 , pp. 173 - 184
Copyright
Copyright © Les Éditions de l’EHESS 2015

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