Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis (2021)

First Author: Dickens S

Attributed to: Is it possible, and desirable, to plan pupil learning in History in a way which has a greater emphasis on historical research and scholarship? funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.17863/cam.65989

Publication URI: https://www.repository.cam.ac.uk/handle/1810/318874

Type: Journal Article/Review