social studies
subject philosophy
England and Wales
My research Carina Badger
Need: - theoretical framework of the aims of education and the curriculum - identified aims of HE that are not context dependent (but within England and Wales for KS3)
(1) What is ‘Holocaust education’?
Instruction ‘development of knowledge’ ‘developing knowledge’ Learning Schooling Study Teaching Pedagogy
Primary ‘primary education’ ‘Key stage 1’ ‘Key stage 2’ GCSEs ‘Key stage 4’ A-Levels AS A2 ‘Key stage 5’
‘genocide education’ ‘shoah education’ ‘holocaust education’
Holocaust Shoah Genocide Extermination Mass murder “Final Solution”
rwanda Bosnia Cambodia Armenia etc
Flourishing Eudaimonia Aims Objectives ambition goals direction Purpose Scheme
Bauer Lipstadt TBC
4. What are the barriers to such collaboration?
time hierarchies school politics GCSE pressures (e.g. early entry) marginalisation of subjects
(3) To what extent do History, Citizenship and Religious Education teachers currently collaborate with each other to deliver Holocaust Education?
empirical study - survey - at least 100 respondents with RE, Citizenship (or PSCHE) and History teachers. Ideally, I would aim for a respondent from each subject area for at least 15 schools.
fallibilist view of knowledge; very strict; may not yield 'knowledge' but we can draw reasonable inferences
Consider approaches of: IWM Yad Vashem FRA UNESCO IHRA UK Gov etc
(2) To what extent are the History, Citizenship and Religious Education dependent on each other in delivering Holocaust education?
social and emotional
delivering preparing 'curriculum design' scheme of work planning teaching
Religious Education
TBC knowledge to foster understanding the world now? Historical literacy? (skills)
Codependent Dependent Interdependent ‘mutually dependent’ Interconnected Cooperative Co-operative Together Collaborative Collected Joint Shared
Independent Divided Standalone Silo
Stenhouse Bruner Kelly TBC
Curriculum Timetable Course of study ‘Educational program’ ‘educational programme’ Syllabus Subjects ‘Program of study’ ‘Programme of study’
‘curriculum design’ Subjects Humanities ‘integrated humanities’ ‘process curriculum’ ‘content curriculum ‘Education Reform Act’ 1988 ‘National curriculum’
[nothing at this stage?]
‘International Holocaust Remembrance Alliance’ UNESCO EU FRA
Stenhouse Bruner Hirst Peters TBC
Bousted Davies Burke Burtonwood Carrington Clements Salmons Day Foster Mercier Gundare Batelaan Pettigrew Kinloch Hector Klein Lindquist Plowright Misco Russell Spector Totten TBC
‘human rights’ ‘human rights education’ ‘never forget’ ‘never again’ memorialisation
teleological approach? Fit with aims of Education
Hirst Peters Reiss White Dearden Adorno Rousseau TBC
Need: - theoretical framework of the aims of each of history, RE and Citizenship - how each of those subjects might contribute to HE - conception of what is meant by 'delivering' - conception of copdendency
head of humantities
subject leaders
Crick etc (TBC)
Hayward Jerome
Hand White Wright
Aims? Spirituality truth claims moral justification societal justification links to other subjects
• subject(s) taught; • in which subjects is Holocaust education delivered in the respondent’s school (so far as the respondent is aware); • information regarding the respondent’s own training for the applicable curriculum subject generally and Holocaust education specifically; • each respondent’s perception of collaboration in planning and delivery of Holocaust education across History, RE and Citizenship (does it occur?; if so how is it manifested? Is there a coordinator? Are there ‘team meetings’ across different Humanities subjects? Do different subject teachers provide input on another subject’s curriculum / teaching resources?); • perceived strengths/weaknesses of a collaborative approach; • perceptions of barriers to collaboration.
Carrington Klein Carrington Whitty Lortie Brown & Davies Bousted & Davies Hargreaves
IOE 2009 Short 2001 Foster & Mercier
Need: - critical analysis of empirical data - critical analysis of socio-political influences
Kinloch etc (TBC)
Pearce Reiss Barnes TBC
civilising function democracy human rights agenda currency
Personal social health education
surveys (online) Quantitative (but qualitative elements)
strengths analysis
weaknesses analysis
Need: - snapshot of the current state of affairs - do teachers ACTUALLY collaborate
socio-political barriers - how theory diverges from political and social climate
Jews Roma Sinti Auschwitz ‘Death camps’ ‘concentration camps’ Unprecedented ‘unique evil’ ‘Nazi genocide’ ‘Nuremberg laws’
include Roma and Sinti?
1. historical aim (understanding world now) 2. Civilising aim 3. moral aim
also known as: religious instruction religious strudies moral education values and belies philosophy and ethics
Cross-curriculuar ‘cross curricular’ multidisciplinary 'team planning' integrated 'integrated curriculum'
evidence of collaboration. Needs necessary and sufficient criteria related to (i) aims of each subject and (ii) contribution to HE
separation separately divided isolation alone
cooperation collaboration joint effort working together association collusion combination concert participation partnership teamwork Collegiality
• Collaboration • Interdisciplinary • Secondary • Education • Restrict to England and Wales • Post 1988 (Education Reform Act) only
interdiciplinary multidisciplinary multifaceted cross-curriculuar integrated
4 types (Little) 6 types (Munn) Sliding continuum
needs to be such to avoid duplication and gaps. Mutual comfort?
know what teaching? When teaching? Learning objectives shared? SoWs shared? Offer assistance? Share resources? Informal meetings? Formal meetings? Central responsibility?
- joint planning meeting - input on each other's teaching materials - reflecting on curriculum design
- pre-1988 (1988 Education reform Act) - territories outside England & Wales - primary, KS4, KS5 and above
(Collaboration OR collaborate OR "working together" OR co-working OR "joint planning" OR "team planning") AND ("secondary education" OR "secondary school") AND (teacher OR teachers OR educators OR teaching) AND (multidisciplinary OR interdisciplinary OR cross-curricular) AND England
Lortie Little Naiss Hargreaves Hudson Munn Davies and Newson Blenkin and Kelly
compare Norway etc where teams required?
what are the primary sources?