Postmodernism and its Challenge to the Discipline of History: Implications for History Education

Educational Philosophy and Theory 42 (7):779-795 (2010)
Abstract
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
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DOI 10.1111/j.1469-5812.2009.00525.x
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The Post-Modern Condition: A Report on Knowledge.Jean-Francois Lyotard - 1985 - Australasian Journal of Philosophy 63:520.

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