David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 42 (7):779-795 (2010)
There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its epistemological underpinnings. Implications of postmodernism for the teaching and learning of history are discussed
|Keywords||Historiography Postmodernism Epistemology History education Philosophy of history Social studies education|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Richard Rorty (1989). Contingency, Irony, and Solidarity. Cambridge University Press.
Richard J. Evans (1997). In Defence of History. Granta Books.
Citations of this work BETA
No citations found.
Similar books and articles
Robert Phillips (1998). Contesting the Past, Constructing the Future: History, Identity and Politics in Schools. British Journal of Educational Studies 46 (1):40 - 53.
Callum G. Brown (2005). Postmodernism for Historians. Pearson/Longman.
Willie Thompson (2004). Postmodernism and History. Palgrave Macmillan.
J. C. D. Clark (2003). Our Shadowed Present: Modernism, Postmodernism, and History. Stanford University Press.
Added to index2009-04-28
Total downloads149 ( #24,495 of 1,902,077 )
Recent downloads (6 months)7 ( #115,170 of 1,902,077 )
How can I increase my downloads?