The Future of History
Plagiarism Declaration
I certify that this dissertation is all my own work and contains no plagiarism. By submitting this dissertation, I agree to the following terms:
Any text, diagrams or other material copied from other sources (including, but not limited to, books, journals and the internet) have been clearly acknowledged and referenced as such in the text by the use of ‘quotation marks’ (or indented italics for longer quotations) followed by the author’s name and date [eg (Byrne, 2008)] either in the text or in a footnote/endnote. These details are then confirmed by a fuller reference in the bibliography.
I have read the sections on referencing and plagiarism in the handbook or in the WIT plagiarism policy and I understand that only submissions which are free of plagiarism will be awarded marks. By submitting this dissertation I agree to the following terms. I further understand that WIT has a plagiarism policy which can lead to the suspension or permanent expulsion of students in serious cases. (WIT, 2008).
Signed: ______________________________________________________
Date: _18/11/2013__________________________________________________
Table of Contents
A Critique of Haydn, T. (2012) ‘History in Schools and the Problem of ‘The Nation’’ Education Sciences, 2(4): 276-289
Why I Chose this Article
There is a very high-spirited campaign among Irish academics to preserve Junior Certificate History in its current format at present, I had planned to critique an Irish academic article on this topic but unfortunately high calibre, carefully considered, peer reviewed materials were simply not at my disposal here, highlighting how excitable but often inadequate the quality of debate on this topic has been to date.
I chose to critique ‘History in Schools and the Problem of ‘The Nation’’ instead because of the striking parallels between GCSE History targets in England (OCR, 2009) and the aims prescribed for
I certify that this dissertation is all my own work and contains no plagiarism. By submitting this dissertation, I agree to the following terms:
Any text, diagrams or other material copied from other sources (including, but not limited to, books, journals and the internet) have been clearly acknowledged and referenced as such in the text by the use of ‘quotation marks’ (or indented italics for longer quotations) followed by the author’s name and date [eg (Byrne, 2008)] either in the text or in a footnote/endnote. These details are then confirmed by a fuller reference in the bibliography.
I have read the sections on referencing and plagiarism in the handbook or in the WIT plagiarism policy and I understand that only submissions which are free of plagiarism will be awarded marks. By submitting this dissertation I agree to the following terms. I further understand that WIT has a plagiarism policy which can lead to the suspension or permanent expulsion of students in serious cases. (WIT, 2008).
Signed: ______________________________________________________
Date: _18/11/2013__________________________________________________
Table of Contents
A Critique of Haydn, T. (2012) ‘History in Schools and the Problem of ‘The Nation’’ Education Sciences, 2(4): 276-289
Why I Chose this Article
There is a very high-spirited campaign among Irish academics to preserve Junior Certificate History in its current format at present, I had planned to critique an Irish academic article on this topic but unfortunately high calibre, carefully considered, peer reviewed materials were simply not at my disposal here, highlighting how excitable but often inadequate the quality of debate on this topic has been to date.
I chose to critique ‘History in Schools and the Problem of ‘The Nation’’ instead because of the striking parallels between GCSE History targets in England (OCR, 2009) and the aims prescribed for
References: 1. BBC (2013). The Politics of U.K. Newspapers. Available at: http://news.bbc.co.uk/2/hi/uk_politics/8282189.stm (Accessed on 1 November 2013) 2 3. Dillon, P. (2011) ‘Should We Teach National History?’ The Economist – Intelligent Life (U.K. Edition) 4(3): 32 4 5. Euroclio (2013). Mission and Aims, Available at: http://www.euroclio.eu/new/index.php/about-us--who-what-a-why/association-mission-a-objectives (Accessed on 2 November 2013) 6 7. Harris, R. and Haydn, T. (2008) ‘Children’s Ideas about School History and Why they Matter’ Teaching History, 1(132): 44 8 11. OCR (2009), GCSE (Full Course) in History B J417, Cambridge, Oxford Cambridge and RSA Examinations 12 13. Schumann, P (1980). The Way I See It… History and Geography Should be Scrapped. Available at: http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198001_schumann.pdf (Accessed on 7 November 2013) 14 15. The Journal.ie (2013). Christian O’Connor. We Need to Produce a Generation of Independent Thinkers – History is the Key. Available at: http://www.thejournal.ie/readme/junior-certificate-history-subject-898573-May2013/ (Accessed on 6 November 2013) 16 17. University of East Anglia (2012). Prof Terry Haydn. Available at: http://www.uea.ac.uk/education/People/Academic/thaydn (Accessed on 4 November 2013)