80 research outputs found
Correction: Kate Hawkey, History and Super Diversity. Education Sciences 2012, 2, 165-179
No full textIn the article detailed above figure 1 on page 174 in [1] is incorrect
Moving forward, looking back::Historical perspective, ‘Big History’ and the return of the longue durée: Time to develop our scale hopping muscles. Teaching History, 158. March.
No full text‘Big history’ is a term receiving a great deal of attention at present, particularly in North America where considerable sums of money have been invested in designing curricula and assessment tools to help teachers teach history at far larger scales of time than normal. Hawkey considers the pros and cons of incorporating components of ‘big history’ into history curricula , recognising some of the limitations of the approach, but nevertheless finding important ideas upon which history teachers might draw. In particular, Hawkey identifies three ways in which teachers might start to think about how some of the ideas of ‘big history’ might find a home in current history curricula
Greening the curriculum? History joins ‘the usual suspects’ in teaching climate change
No full textInspired by the news that Bristol had become the UK’s first Green Capital,Kate Hawkey, Jon James and Celia Tidmarsh set out to explore what a ‘GreenCapital’ School Curriculum might look like. They explain how they created across-curricular project to deliver in-school workshops focused on the teaching of climate change, involving student teachers from the subject disciplines of history, geography and science. They outline the objectives, activities and outcomes of this project, and explain the unique focus of each subjectdiscipline. They illustrate the strengths of the project in terms of both pupils’ understanding and student teachers’ knowledge, of their own subject and howit connects to other subject disciplines and identify the challenges they faced indeveloping a ‘post-carbon’ curriculum
Greening the curriculum? History joins ‘the usual suspects’ in teaching climate change
No full textInspired by the news that Bristol had become the UK’s first Green Capital,Kate Hawkey, Jon James and Celia Tidmarsh set out to explore what a ‘GreenCapital’ School Curriculum might look like. They explain how they created across-curricular project to deliver in-school workshops focused on the teaching of climate change, involving student teachers from the subject disciplines of history, geography and science. They outline the objectives, activities and outcomes of this project, and explain the unique focus of each subjectdiscipline. They illustrate the strengths of the project in terms of both pupils’ understanding and student teachers’ knowledge, of their own subject and howit connects to other subject disciplines and identify the challenges they faced indeveloping a ‘post-carbon’ curriculum
Poetry, Community, Translation
No full textPoetry can unite and estrange us. In this event, poets and translators Vahni Anthony Capildeo, Christian Hawkey and Daniel Tiffany, will read a selection of their poetry and offer their reflections on the proximity and alienation of other people’s voices or even one’s own; on the sense of never quite being at home in language; and on the potential of poetry to open up not only habitable and shareable spaces but also haunted and unbridgeable distances. Vahni (Anthony Ezekiel) Capildeo FRSL is Writer in Residence and Professor at the University of York, an Honorary Student of Christ Church, Oxford, and Charles Causley Trust Poet in Residence (2022). A Trinidadian Scottish writer of poetry and non-fiction, Capildeo’s interests include traditional masquerade, silence, plurilingualism, and the poetics of place. The most recent of their eight books and nine pamphlets are Like a Tree, Walking (2021), which was a Poetry Book Society choice, and Gentle Housework of the Sacrifice(forthcoming). Capildeo is a contributing editor at PN Reviewand a contributing adviser for Blackbox Manifold. Current research (also facilitated by Pembroke College, Cambridge, 2021) centres on silence. Christian Hawkey has written several full-length poetry collections: The Book of Funnels, which won the Kate Tufts Discovery Award, Citizen Of (Wave Books), and most recently: Sift (2021). He’s published numerous chapbooks, as well as the widely reviewed and celebrated cross-genre book Ventrakl (2010). A collaborative bi-lingual erasure made with the German poet Uljana Wolf, Sonne from Ort (2013). A selection of Ilse Aichinger’s short prose, Bad Words, translated with Uljana Wolf, appeared in 2019 (Seagull Books). His own work has been translated into over a dozen languages. He is currently at work on a co-translation (with Marouane Zakhir) of two books by the Moroccan philosopher Abdessalam Benabdelali. Daniel Tiffany is the author of six collections of poetry, published variously by Wesleyan, Omnidawn, Noemi, and Action Books. In addition, five volumes of his literary criticism, including Toy Medium (2000) and Infidel Poetics (2009), have appeared over the last two decades, from presses such as Harvard, Johns Hopkins, and the University of Chicago. His translations from French, Greek, and Italian have appeared in various journals, and he is a recipient of the Berlin Prize from the American Academy in Berlin, as well as the author of the entry on ‘Lyric Poetry’ in the Oxford Encyclopedia of Literary Theory
History and Super Diversity
No full textThe article looks at the perspectives on history amongst adolescent children of different backgrounds living in inner-cities in England and builds on previous research in this area. The current article presents exploratory research which focuses on the views of particular groups of adolescents, namely those from long established settled immigrant communities; those from more recently arrived migrant and immigrant communities; and those from white indigenous communities. An inclusive, perspectival and dynamic approach towards history education is outlined and the underlying view of knowledge and implications for pedagogy of this approach discussed alongside comparisons with other approaches towards the subject. The exploratory work and analysis is used to generate a research agenda through which history for a super diverse society can be developed. Although the research was conducted in the English context, the issues it raises are pertinent elsewhere
History and the Climate Crisis: Environmental history in the classroom
No full textHistory education has a key contribution to make in developing a deeper understanding of the current environmental crisis, but its role is too often overlooked. When embedded in the school curriculum, environmental history adds crucial layers of knowledge to the learning from other subjects and can enable students to make their own informed contributions to one of the most pressing concerns of the 21st century.
History and the Climate Crisis makes the case for including an environmental focus in the secondary school history curriculum by locating its arguments within established historiographical and revisionist debates. It provides much-needed subject knowledge in an area that is new for most history teachers. The author considers the disciplinary and pedagogical challenges and demonstrates how including an environmental focus can strengthen students’ disciplinary knowledge. She also builds her argument through the use of many examples and offers practical strategies for use in classrooms, including developed enquiries suitable for the secondary history curriculum. The book focuses on environmental history within a strong subject bound curriculum and will be relevant to teachers, academics and policymakers in the UK and internationally.
Praise for History and the Climate Crisis
'There has never been a better time to explore how history can help young people make sense of the climate crisis and this book is the perfect starting point. It takes us on a journey across broad timespans and smaller stories, providing fresh insights into what is already taught in classrooms and introducing us to surprising and fascinating perspectives along the way. Its breadth and accessibility will make it indispensable to teachers at every stage of their career and I cannot recommend it highly enough.'
Dr Alison Kitson, Associate Professor of Education and Programme Director, Centre for Climate Change and Sustainability Education, UCL Institute of Education
‘A welcome and much-needed book that will be invaluable for all those thinking about how to better integrate environmental sciences and history into the classroom. An incredibly helpful resource for teachers – and therefore for pupils too.’
Peter Frankopan, Professor of Global History, Worcester College, University of Oxfor
History and the Climate Crisis
No full textHistory education has a key contribution to make in developing a deeper understanding of the current environmental crisis, but its role is too often overlooked. When embedded in the school curriculum, environmental history adds crucial layers of knowledge to the learning from other subjects and can enable students to make their own informed contributions to one of the most pressing concerns of the 21st century.
History and the Climate Crisis makes the case for including an environmental focus in the secondary school history curriculum by locating its arguments within established historiographical and revisionist debates. It provides much-needed subject knowledge in an area that is new for most history teachers. The author considers the disciplinary and pedagogical challenges and demonstrates how including an environmental focus can strengthen students’ disciplinary knowledge. She also builds her argument through the use of many examples and offers practical strategies for use in classrooms, including developed enquiries suitable for the secondary history curriculum. The book focuses on environmental history within a strong subject bound curriculum and will be relevant to teachers, academics and policymakers in the UK and internationally.
Praise for History and the Climate Crisis
'There has never been a better time to explore how history can help young people make sense of the climate crisis and this book is the perfect starting point. It takes us on a journey across broad timespans and smaller stories, providing fresh insights into what is already taught in classrooms and introducing us to surprising and fascinating perspectives along the way. Its breadth and accessibility will make it indispensable to teachers at every stage of their career and I cannot recommend it highly enough.'
Dr Alison Kitson, Associate Professor of Education and Programme Director, Centre for Climate Change and Sustainability Education, UCL Institute of Education
‘A welcome and much-needed book that will be invaluable for all those thinking about how to better integrate environmental sciences and history into the classroom. An incredibly helpful resource for teachers – and therefore for pupils too.’
Peter Frankopan, Professor of Global History, Worcester College, University of Oxfor
Narrative in classroom history
No full textThe article presents initial and small-scale empirical research looking at different approaches used by children to organize historical information. It examines the extent to which children organize information into narrative forms. The findings are located in a wider discussion about the changing status of narrative in the teaching of history in Britain.The article presents initial and small-scale empirical research looking at different approaches used by children to organize historical information. It examines the extent to which children organize information into narrative forms. The findings are located in a wider discussion about the changing status of narrative in the teaching of history in Britain
History and the Climate Crisis:Environmental history in the classroom
No full textHistory education has a key contribution to make in developing a deeper understanding of the current environmental crisis, but its role is too often overlooked. When embedded in the school curriculum, environmental history adds crucial layers of knowledge to the learning from other subjects and can enable students to make their own informed contributions to one of the most pressing concerns of the 21st century. History and the Climate Crisis makes the case for including an environmental focus in the secondary school history curriculum by locating its arguments within established historiographical and revisionist debates. It provides much-needed subject knowledge in an area that is new for most history teachers. The author considers the disciplinary and pedagogical challenges and demonstrates how including an environmental focus can strengthen students’ disciplinary knowledge. She also builds her argument through the use of many examples and offers practical strategies for use in classrooms, including developed enquiries suitable for the secondary history curriculum. The book focuses on environmental history within a strong subject bound curriculum and will be relevant to teachers, academics and policymakers in the UK and internationally
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