The chapter explores Slater’s distinction between the intrinsic and extrinsic aims of history teaching. It examines the tensions between history's intrinsic value as a discrete academic discipline within the school curriculum and extrinsic purposes increasingly ascribed to it that it should play a central role in bringing about social change in post-conflict situations. The chapter draws on existing research to identify working principles for the contribution history teaching might make in post conflict situations. The intrinsic / extrinsic tension is then discussed in the curriculum context of history's relationship with citizenship education. Finally, it is critiqued through the aims, resources and practice of four recent initiatives introduced into Northern Irish history teaching. The paper concludes by re-visiting the key principles and raising questions for debate.
|Title of host publication||Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach|
|Editors||Terrie Epstein, Carla Peck|
|Place of Publication||New York|
|Number of pages||15|
|Publication status||Published - 24 Oct 2017|
|Name||Routledge Research in International and Comparative Education|
- History Education
- Post Conflict societies
- Controversial Issues
- Northern Ireland
McCully, A. (2017). Teaching History and Educating for Citizenship: Allies or ‘Uneasy Bedfellows’ in a Post-Conflict Context? In T. Epstein, & C. Peck (Eds.), Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach (pp. 160-174). (Routledge Research in International and Comparative Education). New York: Routledge.