Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/105469
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Type: Journal article
Title: ‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education
Author: Clark, J.
Nye, A.
Citation: Educational Philosophy and Theory, 2017; 49(6):656-668
Publisher: Taylor & Francis
Issue Date: 2017
ISSN: 0013-1857
1469-5812
Statement of
Responsibility: 
Jennifer Clark and Adele Nye
Abstract: In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.
Keywords: Discipline standards; regulation; historical thinking; creativity; agency
Rights: © 2015 Philosophy of Education Society of Australasia
RMID: 0030051600
DOI: 10.1080/00131857.2015.1104231
Appears in Collections:Education publications

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