‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education

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dc.contributor.authorClark, J.
dc.contributor.authorNye, A.
dc.date.issued2017
dc.description.abstractIn 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.
dc.description.statementofresponsibilityJennifer Clark and Adele Nye
dc.identifier.citationEducational Philosophy and Theory, 2017; 49(6):656-668
dc.identifier.doi10.1080/00131857.2015.1104231
dc.identifier.issn0013-1857
dc.identifier.issn1469-5812
dc.identifier.orcidClark, J. [0000-0002-4165-6175]
dc.identifier.urihttp://hdl.handle.net/2440/105469
dc.language.isoen
dc.publisherTaylor & Francis
dc.rights© 2015 Philosophy of Education Society of Australasia
dc.source.urihttps://doi.org/10.1080/00131857.2015.1104231
dc.subjectDiscipline standards; regulation; historical thinking; creativity; agency
dc.title‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education
dc.typeJournal article
pubs.publication-statusPublished

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