TLO 2: Demonstrate an Understanding of a Variety of Conceptual Approaches to Interpreting the Past
This chapter firstly argues that teachers should communicate a well-guided, yet flexible understanding of what constitutes a ‘conceptual approach to interpreting the past’ that is able to evolve and deepen as students progress through their history degree, as well as animate interest in the discipline. Each level of university teaching then presents its own opportunities and challenges in terms of introducing students to a broad range of conceptual approaches. Secondly, through three case studies that cover three levels of university teaching and three distinct fields of historiography, it is argued that it is easier to embed a variety of conceptual approaches to the past in course content than to assess students in terms of their capacity to demonstrate comprehension of these. Nevertheless, with inductive teaching and a strong conceptual basis for each course, students should be able, by semester’s end, to demonstrate ‘an understanding of a variety of conceptual approaches to interpreting the past’ in both explicit and implicit ways. As such, the onus is on teachers to assess student work in a nuanced, course-specific and student-centred fashion, rather than apply crude measures of attainment.
- Bayly, C. A. (2004). The birth of the modern world 1780–1914: Global connections and comparisons. Oxford: Blackwell.Google Scholar
- Booth, A. (2003). Teaching history at university. London: Routledge.Google Scholar
- Clark, J., & Nye, A. (2015). ‘Surprise me!’ The (im) possibilities of agency and creativity within the standards framework of history education. Educational Philosophy and Theory, 1–13. https://doi.org/10.1080/00131857.2015.1104231.
- Curthoys, A., & Docker, J. (2005). Is history fiction?. Sydney: UNSW Press.Google Scholar
- d’Abrera, B. (7, January 2017). A new breed of historian. The Spectator. http://www.spectator.co.uk/2017/01/new-breed-historian/.
- First Year Learning Thresholds, Good Practice Poster. (2015). http://www.firstyearlearningthresholds.edu.au/resources/history-tlo2-good-practice-poster/.
- Garton, S. (2004). Histories of sexuality: From antiquity to sexual revolution. London: Equinox.Google Scholar
- Hage, G. (1998). White nation: Fantasies of white supremacy in multicultural society. Sydney: Pluto Press.Google Scholar
- Mazlish, B., & Iriye, A. (Eds.). (2005). The global history reader. NY and London: Routledge.Google Scholar
- Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Peel, M., Deacon, D., … & Kiem, P. (2009). Historical thinking in higher education: Staff and student perceptions of the nature of historical thinking. History Australia, 6(3), 73.1–73.15. https://doi.org/10.2104/ha090073.
- Partner, N., & Foot, S. (Eds.). (2013). The SAGE handbook of historical theory. London: Sage Publications.Google Scholar
- Retz, T. (2015). The structure of historical inquiry. Educational Philosophy and Theory, 1–12. https://doi.org/10.1080/00131857.2015.1101365.
- Rubin, G. (1984). Thinking sex: Notes for a radical politics of sexuality. In Carol Vance (Ed.), Pleasure and danger: Exploring female sexuality (pp. 267–319). London: Pandora.Google Scholar
- Rubin, G. (2011). Blood under the bridge: Reflections on ‘thinking sex’. GLQ: A Journal of Lesbian and Gay Studies, 17(1), 15–48.Google Scholar
- Stearns, P. N. (2012, July 25). Rethinking the long 19th century in world history: Assessments and alternatives. World History Connected, 9(3), 34 pars. http://worldhistoryconnected.press.illinois.edu/9.3/forum_stearns.html.
- Young, R. J. C. (2001). Postcolonialism: An historical introduction. Oxford: Blackwell Publishing.Google Scholar
- Wotherspoon, G. (2016). Gay Sydney: A history. Sydney: New South.Google Scholar