Credible Subject Or Callow Intruder? Social Studies in the Secondary School
AbstractAfter a chequered history, social studies is now developing a higher profile and greater credibility in secondary schools, the defining factor being its inclusion for national qualifications since 2002. This article links the progress of social studies in New Zealand secondary schools to the three stage subject development model postulated by Layton in England. It is argued that Layton’s descriptors of a mature subject have mostly been achieved, despite predictions to the contrary by Openshaw and Archer (1992) and Barr (2000). However, there is still much work to be done to sustain and enhance the status and credibility of the subject.
Download data is not yet available.
How to Cite
TAYLOR, Rowena. Credible Subject Or Callow Intruder? Social Studies in the Secondary School. The New Zealand Annual Review of Education, [S.l.], n. 15, july 2005. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1506>. Date accessed: 28 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i15.1506.
Curriculum and Subject Specialties
NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:
- Articles are placed in repositories after publication.
- Metadata about articles include the DOI and journal issue information.