Inquiring the political dimension of history classroom practices: suggestions for epistemological criteria and analytical concepts
In this paper, three epistemological criteria are suggested against which analytical frameworks for studying the political dimension of history classroom practices can be deemed viable. The suggested criteria - (I) the primacy of practice, (II) the primacy of empirical openness and (III) the primacy of the political - are articulated by conducting critical and affirmative readings of previously established concepts, primarily historical consciousness. To clarify their application, the criteria are positioned in relation to the premises and concepts of a potential framework; namely, the logics of critical explanation (Glynos & Howarth, 2007), the viability of which is argued for theoretically and empirically.
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Historical Encounters is a double blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education.
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A/ Professor Robert J. Parkes, PhD
Editor-in-Chief | Historical Encounters
Faculty of Education and Arts
The University of Newcastle
Callaghan NSW 2308 Australia
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