Halbert, Kelsey (2011) Knowledge of self in the history classroom. The International Journal of Interdisciplinary Social Sciences, 6 (3). pp. 129-139.

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Abstract

One initiative related to citizenship education in Australia has been a policy of values education. This latest form of citizenship education has been largely based on whole school policy and a list 'Australian Values'. In recent research I examine the way 'values' are already understood by History students and teachers. I use Foucault's theories of subjectivity and technologies of self to examine how the practices of historical inquiry shape students' and teachers' own values formation and knowledge of self. This paper will focus on the ways in which studying History fosters school students as ethical global citizens. History teaching is a space and place in schools for the exploration of a myriad of values including those espoused in the relationship between and within the school as an institution, the syllabus, historical sources, students and the classroom teacher. Opportunities for values formation are provided through critical inquiry and discussion, historical positioning and reflective practices which develop students and teachers 'knowledge of self'.

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