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History as performance: Pupil perspectives on history in the age of ‘pressure to perform’
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).ORCID iD: 0000-0002-5716-2372
2018 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 47, no 3, p. 333-347Article in journal (Refereed) Published
Abstract [en]

The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance.

Place, publisher, year, edition, pages
2018. Vol. 47, no 3, p. 333-347
Keywords [en]
assessment, history, performance, primary school
National Category
History and Archaeology Educational Sciences
Research subject
History
Identifiers
URN: urn:nbn:se:kau:diva-66832DOI: 10.1080/03004279.2018.1446996ISI: 000470059200006Scopus ID: 2-s2.0-85043329295OAI: oai:DiVA.org:kau-66832DiVA, id: diva2:1192873
Funder
Swedish Research Council, 721-2013-1668Available from: 2018-03-23 Created: 2018-03-23 Last updated: 2019-07-11Bibliographically approved

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Samuelsson, Johan

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