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/10.1080/00220272.2021.1904007

Publication URI: http://dx.doi.org/10.1080/00220272.2021.1904007

Type: Journal Article/Review

Parent Publication: Journal of Curriculum Studies

Issue: 5