Abstract
The article sets out a ‘big history’ which resonates with the priorities of our own time. A globalising world calls for new spacial scales to underpin what the history curriculum addresses while concern over climate change calls for a new look at subject boundaries. The article proposes a planet-wide big history which builds on the considerable disciplinary gains made in history education in recent decades, as well as proposing a history curriculum with more porous boundaries between natural and human history. What this might look like in classrooms is explored and the limitations and obstacles to the implementation of these approaches in classrooms addressed.
| Original language | English |
|---|---|
| Pages (from-to) | 163-179 |
| Number of pages | 17 |
| Journal | Journal of Curriculum Studies |
| Volume | 46 |
| Issue number | 2 |
| Early online date | 16 May 2013 |
| DOIs | |
| Publication status | Published - 2013 |
Keywords
- History; History curriculum; Environment; Historical interpretation
Access to Document
- Full-text PDF (accepted author manuscript)
This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Journal of Curriculum Studies 2013 , available online at: http://www.tandfonline.com/doi/full/10.1080/00220272.2013.778331#.Uciz8etwaUk