TY  - BOOK
AU  - Phillips,Robert
TI  - History teaching, nationhood, and the state: a study in educational politics 
SN  - 0304702986
U1  - 370 
PY  - 1998///
CY  - London [England], Herndon, VA
PB  - Cassell
KW  - Curriculum planning
KW  - Education
KW  - Political aspects
KW  - Education and state
KW  - History
KW  - Study and teaching
KW  - Great Britain
N1  - Includes bibliographical references (pages 136-148) and index; Chronology of History in the National Curriculum: 1989- 1995 1. The Battle for the Big Prize: History Teaching, the  State and Policy in the Late Twentieth Century 2. History, History Teaching and the Shaping of a  Pedagogic Discourse 3. Discourse of Derision: The New Right and History  Teaching 4. Competing Discourses? History, Empathy and Politics in  the 1980s 5. 'Making History': The National Curriculum History  Working Group and the Interim Report 6. 'Re-Making History?': Towards the Final Report 7. 'Contesting History': The Response to the Final Report 8. 'The End of History?': The NCC, Clarke and the  Statutory Orders 9. 'Slimming History': Implementation, Dearing and Reform 10. Conclusion: Contesting the Past in the Future:  History, Nationhood and the State in the Twenty-First  Century
N2  - "Robert Phillips' new book examines the politics of what  has become known as the great history debate. Beginning  with debates over the teaching of history in the 1960s  and 1970s, Phillips traces the politics of history  teaching through to the present day. Particular attention  is paid to the creation of history in the National  Curriculum, using previously unpublished interviews with  former Secretaries of State for education and civil  servants to shed new light on one of the most contentious  reforms of the period."" ""An appreciation of why history  teaching has provoked such controversy permeates the  book. Phillips dwells throughout upon history's role in  the transmission of cultural heritage and in cultivating  a sense of national identity. He shows the way in which,  as we approach the new millennium, these debates about  the aims and purpose of history are closely connected  with future visions of Britishness. This unique and  highly accessible account is, therefore, likely to appeal  not only to teachers and academic historians, but also to  those interested in the cultural and educational politics  of the period."
ER  -