6th recommendation for exploring what school history is for (emphasis on Aust.) is this essay in Historical Encounters by Tony Taylor from 2020. Brief thread 1/7: …e-49d9-9754-bcd4dea0d882.filesusr.com/ugd/f067ea_628…
I think the essay was timely and touches on some important questions and themes that seem to have only intensified in the past 12 months. On page 6, he highlights four themes that have been recurring in discussions about history curricula that should raise questions. 2/7
1. Essentialism: 'a belief that a nation’s ... past can be summarised by a fixed chronicle of key past events that are to be remembered commemoratively and/or spiritually rather than analytically'. 3/7
2. Exceptionalism: '... a point of view that a nation’s ... history unquestioningly demonstrates the uniquely superior character of its individuals, its people, its culture and its institutions'. 4/7
3. Progress: 'a certainty that the study of a nation’s or a religion’s past has a teleological aspect in that it provides a narrative of social, economic, political, and religious progress that points the way to continuing ideologically-based accomplishments'. 5/7
4. Functionalism: 'the expectation that history education will provide a cultural/political input/output foundation for particular forms of social beliefs and actions'. 6/7
The essay then briefly explores how school history seems to be used in places like Australia, Britain, China + Russia. While there are parts to argue with, it's a useful essay in providing quick insights into some recent + recurring issues relating to history education. 7/7
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