Contextualizing learning and teaching: Academics and the history curriculum of the future

Porter, Joy

Abstract

This paper reviews the broader overall context to the current emphasis upon teaching and learning within university higher education in the UK and beyond. It considers how change might impact upon both the role of academic historian and the teaching of history within universities in the future given the broader higher education environment and specific forms of innovation within teaching and learning. Through surveying current and recent work, it suggests ways in which both the teaching of history and the production of historical texts may alter fundamentally in light of disciplinary and international institutional development and change to become more reflexive. In conclusion, academic fears about the reasons behind the current emphasis upon teaching and learning are examined and a suggestion is made concerning the relationship of the discipline of history to the learning society of the future.

Citation

Porter, J. (1999). Contextualizing learning and teaching: Academics and the history curriculum of the future. Innovations in education and teaching international, 36(3), 219-223. https://doi.org/10.1080/1355800990360307

• Journal Article Type: Article
• Online Publication Date: Jul 9, 2006
• Publication Date: Aug 1, 1999
• Deposit Date: Jan 26, 2021
• Journal: Innovations in Education and Teaching International
• Print ISSN: 1470-3297
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 36
• Issue: 3
• Pages: 219-223
• DOI: https://doi.org/10.1080/1355800990360307
• Public URL: https://hull-repository.worktribe.com/output/3621664