History Education in Primary Schools Essay Example | Topics and Well Written Essays - 2000 words

History Education in Primary Schools - Essay ExampleThe pedagogical imperative of much(prenominal) historic education was to harbor conformity, preferably than the modern notion of enabling critical though. 1 Colonialism and the World Wars brought about a change in how memoir would be taught, especially after Education became the states function. The emphasis thence shifted towards a nationalistic approach of teaching write up, what we term as propaganda. We now we live in an era where history is studied in a global context, with the supplementary aim of creating a sense of multiculturalism and diversity. Among the roles of history education, especially in the current context of increased cross cultural interaction, the role of History Education includes 2 Schools as Social transmitters Promoting active Citizenship Making History Real Promoting Positive Values The same muse suggests that meditate on the role of history education usually occurs on Nature of truth temper truth A voiding Moral Relativity While the methodology and focus of history education might be a matter of debate, the importance of this area of study remains uncontested, particularly from a functional aspect. rivet OF HISTORY EDUCATION The focus of history education has often been a matter of debate between politicians and the academia, the crux of which has primarily been the purpose of teaching history. Politicians like the British education secretary, Michael Gove3, claim that the purpose of history education is to inculcate a sense of nationalism in the students so that they are in tone with their political and cultural roots. A score of policy makers believe that the history currently being taught in schools deviates from important British history and is more inclined towards European history and global events. This would obviously stand for trimming and framing the curriculum with selected facts and information that would reinforce patriotic sentiments in the targeted students. Academians like Dr Marcus Collins, of Loughborough University, claim that such a selective approach of history education is reminiscent of a subtle form of propaganda, that has been a feature of undemocratic nations. This school of thought believes that the most pressing issue with history education isnt the curriculum, but the amount of time that is devoted to teaching history. Where history education should be made compulsory to higher levels of education, policymakers are bent towards further curtailing the time that is allotted to teaching history. If this notion is translated to educational policies, then history education will indeed become impotent in imparting the necessary uninflected skill set it sought out to cater to. It is believed that British history cannot be isolated from European history as much of Britains political activity took place beyond its borders, across continents. This debate is part of the governments frustration over the liberal academic approach that is prevalent in schools, citing a lack of focus and discipline as major issues. As a consequence, the government4 has erected a overbold program where military officials will be planted as teachers in school to maintain decorum and cement a more focused approach to teaching with the notion of the