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Published online by Cambridge University Press:  27 December 2024

Andrew Wilkins
Affiliation:
Goldsmiths, University of London
Steven J. Courtney
Affiliation:
University of Manchester
Nelli Piattoeva
Affiliation:
Tampereen korkeakouluyhteisö, Finland
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Summary

Historiography

Conventional approaches to the study of history, sometimes called historical method or traditional historiography, rely on using guidelines and techniques borrowed from archaeology to write histories of the past. These techniques include drawing on primary and secondary source material as well as employing ‘source criticism’ to determine the reliability of source material and acceptable oral traditions, often with a probabilistic approach to ‘drawing generalisations – inferring patterns – from individual studies to make more generalised claims about the world’ (Priem and Fendler, 2019, p 614). Combined, these techniques in writing history also provide the tools to ‘story’ history through accurate account-giving that builds up a reliable picture of the past events and their environments. Tamboukou (1999) warns, however, that historical methods of accounting for the past tend to operate within certain ontological and epistemological a prioris that include a naive Enlightenment view of past events that overestimates the rationality of history as ‘continuous development, progress and seriousness’ (p 208). In other words, historical methods can sometimes suffer from a strict teleological view of knowledge production as cumulative, linear, progressive and inevitably and unendingly striving for improvement and betterment of peoples: history moves through periods of time or stages of development (from ‘barbarism’ to ‘civilised’, for example) in which ‘new’ knowledge builds on ‘old’ knowledge to correct inaccuracies, to overcome error, to combat bad information or ignorance, or to rewrite false accounts. For radical revisionists of history, this acceptance of liberal progress is not only naive but serves ‘as a rationalisation for the inequitable status quo’ (Kincheloe, 1991, p 234).

As du Gay (2003) reminds us, historical methods may suffer from the ‘logic of overdramatic dichotomisation’ (p 664) in which past events (and their relation to the present or some imagined future) are presented chronologically and sequentially through an epochalist reading of social change as discrete moments in the singularity of place and time. It is important to acknowledge that social change can be the result of ruptures and shifts made possible by unique historical agents and environments, thus equating elements of social change to situated happenings.

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Chapter
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Keywords in Education Policy Research
A Conceptual Toolbox
, pp. 110 - 112
Publisher: Bristol University Press
Print publication year: 2024

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  • H
  • Andrew Wilkins, Goldsmiths, University of London, Steven J. Courtney, University of Manchester, Nelli Piattoeva, Tampereen korkeakouluyhteisö, Finland
  • Book: Keywords in Education Policy Research
  • Online publication: 27 December 2024
  • Chapter DOI: https://doi.org/10.46692/9781447360124.009
Available formats
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  • H
  • Andrew Wilkins, Goldsmiths, University of London, Steven J. Courtney, University of Manchester, Nelli Piattoeva, Tampereen korkeakouluyhteisö, Finland
  • Book: Keywords in Education Policy Research
  • Online publication: 27 December 2024
  • Chapter DOI: https://doi.org/10.46692/9781447360124.009
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • H
  • Andrew Wilkins, Goldsmiths, University of London, Steven J. Courtney, University of Manchester, Nelli Piattoeva, Tampereen korkeakouluyhteisö, Finland
  • Book: Keywords in Education Policy Research
  • Online publication: 27 December 2024
  • Chapter DOI: https://doi.org/10.46692/9781447360124.009
Available formats
×