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SİMON SCHAMA VE İNGİLTERE’DEKİ TARİH EĞİTİMİNE KATKILARI

Year 2019, Volume: 3 Issue: 2, 231 - 266, 31.12.2019
https://doi.org/10.30561/sinopusd.594817

Abstract

Simon Schama İngiltere’nin
yetiştirdiği en önemli ve halen hayatta olan tarihçilerden birisidir. 2019 yılı
itibariyle 74 yaşında olan Simon Schama, İngiliz bir tarihçi ve sanat
tarihçisidir. Schama, kitap ve köşe yazarlığı, televizyon belgeselciliği, sanat
eleştirmenliği, tarih ve sanat eğitmenliği gibi görev ve faaliyetlerde
bulunmuş, bununla birlikte bir dönem İngiltere’de Eğitim Bakanlığı’nda tarih ve
sanat eğitimi üzerine danışmanlık yapmıştır. Bu makalede, dünyaca ünlü bir
tarihçi olan Schama’nın hayatına, tarihçiliğine ve tarih eğitimi anlayışı ile
danışmanlık görevi sürecinde ülkesi İngiltere’deki tarih eğitimine katkılarına
ve onun bu çalışmalarının İngiliz akademik camiasına yansımalarına gerek kendi
eserlerinden gerekse hakkında yazılan eserlerden hareketle yer verilecektir. 

References

  • Ata, B., (1998). Tarih öğretimine bilimsel problem çözme yönteminin uygulanmasina yönelik bir model. Yayınlanmamış yüksek lisans tezi, Ankara: Gazi Üniversitesi Sosyal Bilimler Enstitüsü.
  • Ata, B., (1999). İngiltere’de Piaget ve Bruner’in görüşlerinin ilköğretimde tarih öğrenimine yansıması üzerine bir araştırma. PAÜ Eğitim Fakültesi Dergisi. 6, 47-55.
  • Berktay, H. (1991). Günümüz tarihçiliğinden bir örnek: Simon Schama. Toplum ve Bilim. 54-55, 89-91.
  • Biography Simon Schama university professor. (?) Retrieved June 20, 2019, from http://www.columbia.edu/cu/arthistory/faculty/Schama.html.
  • Birch, L., (?). History in the classroom: a teacher speaks features. The History Vault, Issue 5., https://www.thehistoryvault.co.uk/history-in-the-classroom-a-teacher-speaks/, 18 Haziran 2019.
  • Birthday honours list-United Kingdom. (2018, Jun 8). The Gazette. Number 62310. Sup-plement No. 1.
  • Boffey, D., (2013). Old school and old-fashioned: historians turn their fire on Gove. The Guardian. https://www.theguardian.com/politics/2013/feb/16/ historians-gove-curriculum, 10 Nisan 2019.
  • Campbell, B., (1991). 1789 vesaire (Çev. H. Berktay). Toplum ve Bilim. 54/55, (Yaz/Güz), 92-96. (Orjinal röportajın yayım tarihi, July 1991).
  • Cannadine, D., (2013). The future of history. The times literary supplement. https://www.the -tls.co.uk/articles/public/the-future-of-history/, 10 Nisan, 2019.
  • Cruse, I., (2011). Debate on 20 October: teaching of history in schools. House of Lords Li-brary Note. https://www.parliament.uk/documents/lords-library/Library%20Notes/2011/LLN %202011-030%20TeachingHistorySchoolsFP2.pdf, 27 Eylül, 2018.
  • D’Avray, D. Eales, J., Fulbrook, M., McLay, K., Scott, H., ve Mandler, P., (2013). Plan for history curriculum is too focused on Britain. The Guardian. https://www. theguar-dian.com/theobserver/2013/feb/16/history-curriculum-letters, 10 Nisan, 2019.
  • Dilek, D. ve Yapıcı, G., (2005). Öykülerle tarih öğretimi yaklaşımı. Dokuz Eylül Üniversi-tesi Buca Eğitim Fakültesi Dergisi. 18, 115-130.
  • Dilek, D., (2007). Tarih derslerinde öğrenme ve düşünce gelişimi. (3. Basım). Ankara: Nobel Yayıncılık.
  • Dilek, D. ve Dilek G. Y., (2009). Tarihsel becerilerin öğretimi. M. Demirel ve İ. Turan (Ed). Tarih Öğretim Yöntemleri. Birinci Baskı. Ankara: Nobel Yayıncılık, 177-194’teki makale.
  • Dillon, P. (2010). History in schools: so children, what was our queen doing on an elephant? The Telegraph. https://www.telegraph.co.uk/comment/personal-view/ 804 9090/History-in-schools-so-children-what-was-our-Queen-doing-on-an-elephant. html, 11 Haziran, 2019.
  • Edwards, K., (2013). Distorted coverage of the debate over the proposed history curriculum on ‘the moral maze’. https://www.historyresourcecupboard. co.uk/ distorted-covera ge-of-the-debate-on-the-new-history-curriculum-on-%e2%80%98the-moral-maze %e2%80%99/, 28 Şubat, 2019.
  • Evans, R. J., (2011). The wonderfulness of us (the Tory interpretation of history). London Review of Books. 33(6), 9-12.
  • Evans, R. J., (2013). The moral maze, BBC Radio 4. https://www.bbc.co.uk/program mes/b01rgj1v, 19 Aralık 2018.
  • Ferguson, N., (2013). On the teaching of history, Michael Gove is right. http://www. niallferguson.com/journalism/miscellany/on-the-teaching-of-history-michael-gove -is- right, 15 Nisan, 2019.
  • Fletcher-Wood, H., (2013). History is relevant today: students need to see this too. Improv-ing Teaching. https://improvingteaching.co.uk/2013/08/17/relevance-in-education-part-of-the-solution/, 7 Aralık, 2018.
  • Ford, L., (1999). Heroes, villains, and wicked priests: authority and story in the histories of Simon Schama. Clio-A Journal of Literature History and The Philosophy. 29(1), 23-46. From ivy-league historian to TV personality. (?) Retrieved July 4, 2019, from https://www. jewishlivesproject.com/ profiles/simon-schama.
  • Garner, R., (2013). Teachers speak out against Michael Gove’s ‘lists of facts’ curriculum. The Independent. https://www.independent.co.uk/news/uk/politics/teachers-speak-out-against-michael-goves-lists-of-facts-curriculum-8572623. html, 7 Şubat, 2019.
  • Garner, R., (2011). A nation alone: the dangers of allowing children to drop history at 13. https://www.independent.co.uk/news/education/education-news/a-nation-alone-the-dangers-of-allowing-children-to-drop-history-at-13-2240512.html, 17 Kasım, 2018.
  • Gibb, N. J., (2016). Nick Gibb at the jewish schools awards. https://www.gov. uk/ govern-ment/speeches/nick-gibb-at-the-jewish-schools-awards, 7 Kasım, 2018.
  • Gortázar, I., (1993). Review of dead certainties (unwarranted speculations) by Schama Simon. Ayer, (10), 85-89. http://www.jstor.org/stable/41324247, 16 Aralık, 2018.
  • Gove, M., (March 2013). I refuse to surrender to the marxist teacher shell-bent on destroy-ing our schools: education secretary berates ‘the new enemies of promise’ for op-posing his plans. https://www.dailymail.co.uk/debate/article-2298146/I-refuse-surrender-Marxist-teachers-hell-bent-destroying-schools-Education-Secretary-berates-new-enemies-promise-opposing-plans. html, 10 Nisan, 2019.
  • Grice, E., (July 2010). Simon Schama: could I have multiple personality disorder? The Telegraph. https://www.telegraph.co.uk/culture/books/7912996/Simon-Schama-Could-I-have-multiple-personality-disorder.html, 25 Haziran, 2019.
  • Guyver, R., (April 2011). The role of government in determining the school history curricu-lum: lessons from Australia, History and Policy. Retrieved from ,http://www. his-toryandpolicy.org/policy-papers/papers/the-role-of-government-in-determining-the-school-history-curriculum-lessons, 19 Mart, 2019.
  • Guyver, R., (2016). England and the UK: conflict and consensus over curriculum. In R. Guyver (Ed.), Teaching History and the Changing Nation State: Transnational and International Perspectives (159-177). London: Bloomsbury.
  • Harris, R., Burn, K and Downey, C. (2012). History education in comprehensive schools: using school-level data to interpret national patterns. Oxford Review of Education. 38(4), 413-436.
  • Higgins, C., (2010). Rightwing historian Niall Ferguson given school curriculum role. The Guardian. https://www.theguardian.com/politics/2010/may/30/niall-ferguson-scho ol- curriculum-role, 28 Mart, 2019.
  • Colombia University, (2019). Interests and research. Retrieved Jun 22, 2019, from https://history.columbia.edu/faculty/schama-simon/
  • University of New York, Interview With: Simon Schama–The History Man Prepares for Battle?. Retrieved January 11, 2019, https://www.york.ac.uk/news-and-events/ features/simon-schama/
  • Kabapınar, Y. ve Dinç, T., (2011). Kanıt temelli tarih öğretimi yaklaşımı’na göre hazır-lanmış konuların sınıfta işlenmesi: Ezber, tarih dersinin kaderi midir? Toplumsal Tarih. 213, 66-73.
  • Lambert, C. J., (1995). Postmodern biography: lively hypotheses and dead certainties. Biography. 18(4), 305-327.
  • Letters: Gove will bury pupils in facts and rules. (2013). The Independent. https://www. independent.co.uk/voices/letters/letters-gove-will-bury-pupils-in-facts -and-rules-8540741.html, 8 Mart, 2019.
  • Masur, L., (1992). On Parkman’s trail. Review of dead certainties (unwarranted specula-tions) by Simon Schama. The William and Mary Quarterly. 49(1), 120-132.
  • McCrum, R., (October 2000). Battles of Britain, a history of Britain. The Guardian. https://www.theguardian.com/books/2000/oct/01/historybooks.robertmccrum, 15 Haziran, 2019.
  • Moore, C., (March 2013). We must stop Britain turning into a land without memory. The Daily Telegraph. https://www.telegraph.co.uk/education/9961487/We-must-stop-Britain-turning-into-a-land-without-memory.html, 7 Aralık, 2018.
  • Moore, R. and Young, M., (2001). Knowledge and the curriculum in the sociology of edu-cation: towards a reconceptualization. British Journal of Sociology of Education. 22(4), 445-461.
  • Not in the best interests of children: headteachers vote no confidence in Michael Gove’s reforms. (2013). The Independent. https://www.independent.co.uk/news/ educa-tion/education-news/not-in-the-best-interests-of-children-headteachers-vote-no-co nfidence-in-michael-goves-reforms-8622064.html, 17 Mayıs, 2019.
  • Onwuemezi, N., (2017). Rankin, McDermid and Levy named new RSL fellows. The Bookseller. https://www.thebookseller.com/news/syal-and-mcdermid-named-new-rsl-fellows-564396, 18 Haziran, 2019.
  • Safran, M. (2010). Tarih nerededir? M Safran (Ed.). Tarih nasıl öğretilir? tarih öğretmen-leri için özel öğretim yöntemleri. İstanbul: Yeni İnsan Yayınevi, 17-20’deki makale.
  • Schama, S., (1991). Tarih ve gönlümüzün imgelemi (Çev. H. Berktay). Toplum ve Bilim, 54/55, (Yaz/Güz), 97-102. (Orjinal yazının yayım tarihi, 6 October 1991).
  • Schama, S. ,(April 2013). Simon Schama, America in primetime, here lies love, basti. BBC Radio 3–Night Waves. https://www.bbc.co.uk/programmes/b01ryv0x, 14 Nisan, 2019.
  • Schama, S. (2011). Narrative: a loaded word. https://www.history.org.uk/ second-ary/categories/489/module/4682/what-sort-of-history-should-school-history-be-deb/ 4686/what-role-does-narrative-have-in-a-revised-nationa, 19 Nisan, 2019.
  • Schama, S., (2010). Simon Schama: my vision for history in schools. The Guardian. https://www.theguardian.com/education/2010/nov/09/future-history schools? &CMP =EMCEDUEM L16 58, 11 Mayıs, 2019.
  • Simon Schama and teachers: our children, our history. (2013). Hay Festival, Event 286. https://www.hayfestival.com/p-6108-simon-schama-and-teachers.aspx, 22 Ekim, 2017. Snowman, D. (2004). An interview with Simon Schama. History Today. 54(7), 34–36.
  • Spafford, M., (2013). What knowledge? whose knowledge? Historyworks. http:// history-works.tv/news/2013/05/31/history_curriculum_debate_updates_new_bbc_r3_night/, 10 Nisan, 2019.
  • Spitzer, A.B., (1993). Review: narrative’s problems: the case of Simon Schama. The Jour-nal of Modern History. 65(1), 176-192.
  • Tamura, E.H., (2011). Narrative history and theory. History of Education Quarterly. 51(2), 150-157.
  • Vasagar, J. ve Sparrow, A., (2010). Simon Schama to advise ministers on overhaul of histo-ry curriculum. The Guardian. https://amp.theguardian.com/politics/ 2010/oct/05/ simon-schama-ministers-history-curriculum, 8 Ocak, 2019.
  • Wachmann, D., (2013). Profile– biblical tales gave Schama his first taste for history. A Jewish Telegraph Newspaper. http://www.jewishtelegraph.com/prof_217. html, 29 Haziran, 2019.
  • Webb, E., (2011). History, the nation and the schools. History Workshop. http://www. his-toryworkshop.org.uk/history-the-nation-and-the-schools/, 10 Nisan, 2019.
  • Westerman, M., (2008). Narrating historians: crises of historical authority in twentieth-century British fiction (Doctoral dissertation, University of North Carolina, 2008).
  • https://cdr.lib.unc.edu/downloads/f7623c823?locale=en, 29 Mart, 2019.
  • Why history should give you insomnia. (2018). The Global Education & Skills Forum. https://www.educationandskillsforum.org/pt/news-blogs/why-history-should-give-you-insomnia, 13 Mart, 2019.
  • Yıldırım, A. ve Şimşek, H., (2008). Nitel araştırma yöntemleri. (7. Basım). Ankara: Seçkin Yayıncılık.
Year 2019, Volume: 3 Issue: 2, 231 - 266, 31.12.2019
https://doi.org/10.30561/sinopusd.594817

Abstract

References

  • Ata, B., (1998). Tarih öğretimine bilimsel problem çözme yönteminin uygulanmasina yönelik bir model. Yayınlanmamış yüksek lisans tezi, Ankara: Gazi Üniversitesi Sosyal Bilimler Enstitüsü.
  • Ata, B., (1999). İngiltere’de Piaget ve Bruner’in görüşlerinin ilköğretimde tarih öğrenimine yansıması üzerine bir araştırma. PAÜ Eğitim Fakültesi Dergisi. 6, 47-55.
  • Berktay, H. (1991). Günümüz tarihçiliğinden bir örnek: Simon Schama. Toplum ve Bilim. 54-55, 89-91.
  • Biography Simon Schama university professor. (?) Retrieved June 20, 2019, from http://www.columbia.edu/cu/arthistory/faculty/Schama.html.
  • Birch, L., (?). History in the classroom: a teacher speaks features. The History Vault, Issue 5., https://www.thehistoryvault.co.uk/history-in-the-classroom-a-teacher-speaks/, 18 Haziran 2019.
  • Birthday honours list-United Kingdom. (2018, Jun 8). The Gazette. Number 62310. Sup-plement No. 1.
  • Boffey, D., (2013). Old school and old-fashioned: historians turn their fire on Gove. The Guardian. https://www.theguardian.com/politics/2013/feb/16/ historians-gove-curriculum, 10 Nisan 2019.
  • Campbell, B., (1991). 1789 vesaire (Çev. H. Berktay). Toplum ve Bilim. 54/55, (Yaz/Güz), 92-96. (Orjinal röportajın yayım tarihi, July 1991).
  • Cannadine, D., (2013). The future of history. The times literary supplement. https://www.the -tls.co.uk/articles/public/the-future-of-history/, 10 Nisan, 2019.
  • Cruse, I., (2011). Debate on 20 October: teaching of history in schools. House of Lords Li-brary Note. https://www.parliament.uk/documents/lords-library/Library%20Notes/2011/LLN %202011-030%20TeachingHistorySchoolsFP2.pdf, 27 Eylül, 2018.
  • D’Avray, D. Eales, J., Fulbrook, M., McLay, K., Scott, H., ve Mandler, P., (2013). Plan for history curriculum is too focused on Britain. The Guardian. https://www. theguar-dian.com/theobserver/2013/feb/16/history-curriculum-letters, 10 Nisan, 2019.
  • Dilek, D. ve Yapıcı, G., (2005). Öykülerle tarih öğretimi yaklaşımı. Dokuz Eylül Üniversi-tesi Buca Eğitim Fakültesi Dergisi. 18, 115-130.
  • Dilek, D., (2007). Tarih derslerinde öğrenme ve düşünce gelişimi. (3. Basım). Ankara: Nobel Yayıncılık.
  • Dilek, D. ve Dilek G. Y., (2009). Tarihsel becerilerin öğretimi. M. Demirel ve İ. Turan (Ed). Tarih Öğretim Yöntemleri. Birinci Baskı. Ankara: Nobel Yayıncılık, 177-194’teki makale.
  • Dillon, P. (2010). History in schools: so children, what was our queen doing on an elephant? The Telegraph. https://www.telegraph.co.uk/comment/personal-view/ 804 9090/History-in-schools-so-children-what-was-our-Queen-doing-on-an-elephant. html, 11 Haziran, 2019.
  • Edwards, K., (2013). Distorted coverage of the debate over the proposed history curriculum on ‘the moral maze’. https://www.historyresourcecupboard. co.uk/ distorted-covera ge-of-the-debate-on-the-new-history-curriculum-on-%e2%80%98the-moral-maze %e2%80%99/, 28 Şubat, 2019.
  • Evans, R. J., (2011). The wonderfulness of us (the Tory interpretation of history). London Review of Books. 33(6), 9-12.
  • Evans, R. J., (2013). The moral maze, BBC Radio 4. https://www.bbc.co.uk/program mes/b01rgj1v, 19 Aralık 2018.
  • Ferguson, N., (2013). On the teaching of history, Michael Gove is right. http://www. niallferguson.com/journalism/miscellany/on-the-teaching-of-history-michael-gove -is- right, 15 Nisan, 2019.
  • Fletcher-Wood, H., (2013). History is relevant today: students need to see this too. Improv-ing Teaching. https://improvingteaching.co.uk/2013/08/17/relevance-in-education-part-of-the-solution/, 7 Aralık, 2018.
  • Ford, L., (1999). Heroes, villains, and wicked priests: authority and story in the histories of Simon Schama. Clio-A Journal of Literature History and The Philosophy. 29(1), 23-46. From ivy-league historian to TV personality. (?) Retrieved July 4, 2019, from https://www. jewishlivesproject.com/ profiles/simon-schama.
  • Garner, R., (2013). Teachers speak out against Michael Gove’s ‘lists of facts’ curriculum. The Independent. https://www.independent.co.uk/news/uk/politics/teachers-speak-out-against-michael-goves-lists-of-facts-curriculum-8572623. html, 7 Şubat, 2019.
  • Garner, R., (2011). A nation alone: the dangers of allowing children to drop history at 13. https://www.independent.co.uk/news/education/education-news/a-nation-alone-the-dangers-of-allowing-children-to-drop-history-at-13-2240512.html, 17 Kasım, 2018.
  • Gibb, N. J., (2016). Nick Gibb at the jewish schools awards. https://www.gov. uk/ govern-ment/speeches/nick-gibb-at-the-jewish-schools-awards, 7 Kasım, 2018.
  • Gortázar, I., (1993). Review of dead certainties (unwarranted speculations) by Schama Simon. Ayer, (10), 85-89. http://www.jstor.org/stable/41324247, 16 Aralık, 2018.
  • Gove, M., (March 2013). I refuse to surrender to the marxist teacher shell-bent on destroy-ing our schools: education secretary berates ‘the new enemies of promise’ for op-posing his plans. https://www.dailymail.co.uk/debate/article-2298146/I-refuse-surrender-Marxist-teachers-hell-bent-destroying-schools-Education-Secretary-berates-new-enemies-promise-opposing-plans. html, 10 Nisan, 2019.
  • Grice, E., (July 2010). Simon Schama: could I have multiple personality disorder? The Telegraph. https://www.telegraph.co.uk/culture/books/7912996/Simon-Schama-Could-I-have-multiple-personality-disorder.html, 25 Haziran, 2019.
  • Guyver, R., (April 2011). The role of government in determining the school history curricu-lum: lessons from Australia, History and Policy. Retrieved from ,http://www. his-toryandpolicy.org/policy-papers/papers/the-role-of-government-in-determining-the-school-history-curriculum-lessons, 19 Mart, 2019.
  • Guyver, R., (2016). England and the UK: conflict and consensus over curriculum. In R. Guyver (Ed.), Teaching History and the Changing Nation State: Transnational and International Perspectives (159-177). London: Bloomsbury.
  • Harris, R., Burn, K and Downey, C. (2012). History education in comprehensive schools: using school-level data to interpret national patterns. Oxford Review of Education. 38(4), 413-436.
  • Higgins, C., (2010). Rightwing historian Niall Ferguson given school curriculum role. The Guardian. https://www.theguardian.com/politics/2010/may/30/niall-ferguson-scho ol- curriculum-role, 28 Mart, 2019.
  • Colombia University, (2019). Interests and research. Retrieved Jun 22, 2019, from https://history.columbia.edu/faculty/schama-simon/
  • University of New York, Interview With: Simon Schama–The History Man Prepares for Battle?. Retrieved January 11, 2019, https://www.york.ac.uk/news-and-events/ features/simon-schama/
  • Kabapınar, Y. ve Dinç, T., (2011). Kanıt temelli tarih öğretimi yaklaşımı’na göre hazır-lanmış konuların sınıfta işlenmesi: Ezber, tarih dersinin kaderi midir? Toplumsal Tarih. 213, 66-73.
  • Lambert, C. J., (1995). Postmodern biography: lively hypotheses and dead certainties. Biography. 18(4), 305-327.
  • Letters: Gove will bury pupils in facts and rules. (2013). The Independent. https://www. independent.co.uk/voices/letters/letters-gove-will-bury-pupils-in-facts -and-rules-8540741.html, 8 Mart, 2019.
  • Masur, L., (1992). On Parkman’s trail. Review of dead certainties (unwarranted specula-tions) by Simon Schama. The William and Mary Quarterly. 49(1), 120-132.
  • McCrum, R., (October 2000). Battles of Britain, a history of Britain. The Guardian. https://www.theguardian.com/books/2000/oct/01/historybooks.robertmccrum, 15 Haziran, 2019.
  • Moore, C., (March 2013). We must stop Britain turning into a land without memory. The Daily Telegraph. https://www.telegraph.co.uk/education/9961487/We-must-stop-Britain-turning-into-a-land-without-memory.html, 7 Aralık, 2018.
  • Moore, R. and Young, M., (2001). Knowledge and the curriculum in the sociology of edu-cation: towards a reconceptualization. British Journal of Sociology of Education. 22(4), 445-461.
  • Not in the best interests of children: headteachers vote no confidence in Michael Gove’s reforms. (2013). The Independent. https://www.independent.co.uk/news/ educa-tion/education-news/not-in-the-best-interests-of-children-headteachers-vote-no-co nfidence-in-michael-goves-reforms-8622064.html, 17 Mayıs, 2019.
  • Onwuemezi, N., (2017). Rankin, McDermid and Levy named new RSL fellows. The Bookseller. https://www.thebookseller.com/news/syal-and-mcdermid-named-new-rsl-fellows-564396, 18 Haziran, 2019.
  • Safran, M. (2010). Tarih nerededir? M Safran (Ed.). Tarih nasıl öğretilir? tarih öğretmen-leri için özel öğretim yöntemleri. İstanbul: Yeni İnsan Yayınevi, 17-20’deki makale.
  • Schama, S., (1991). Tarih ve gönlümüzün imgelemi (Çev. H. Berktay). Toplum ve Bilim, 54/55, (Yaz/Güz), 97-102. (Orjinal yazının yayım tarihi, 6 October 1991).
  • Schama, S. ,(April 2013). Simon Schama, America in primetime, here lies love, basti. BBC Radio 3–Night Waves. https://www.bbc.co.uk/programmes/b01ryv0x, 14 Nisan, 2019.
  • Schama, S. (2011). Narrative: a loaded word. https://www.history.org.uk/ second-ary/categories/489/module/4682/what-sort-of-history-should-school-history-be-deb/ 4686/what-role-does-narrative-have-in-a-revised-nationa, 19 Nisan, 2019.
  • Schama, S., (2010). Simon Schama: my vision for history in schools. The Guardian. https://www.theguardian.com/education/2010/nov/09/future-history schools? &CMP =EMCEDUEM L16 58, 11 Mayıs, 2019.
  • Simon Schama and teachers: our children, our history. (2013). Hay Festival, Event 286. https://www.hayfestival.com/p-6108-simon-schama-and-teachers.aspx, 22 Ekim, 2017. Snowman, D. (2004). An interview with Simon Schama. History Today. 54(7), 34–36.
  • Spafford, M., (2013). What knowledge? whose knowledge? Historyworks. http:// history-works.tv/news/2013/05/31/history_curriculum_debate_updates_new_bbc_r3_night/, 10 Nisan, 2019.
  • Spitzer, A.B., (1993). Review: narrative’s problems: the case of Simon Schama. The Jour-nal of Modern History. 65(1), 176-192.
  • Tamura, E.H., (2011). Narrative history and theory. History of Education Quarterly. 51(2), 150-157.
  • Vasagar, J. ve Sparrow, A., (2010). Simon Schama to advise ministers on overhaul of histo-ry curriculum. The Guardian. https://amp.theguardian.com/politics/ 2010/oct/05/ simon-schama-ministers-history-curriculum, 8 Ocak, 2019.
  • Wachmann, D., (2013). Profile– biblical tales gave Schama his first taste for history. A Jewish Telegraph Newspaper. http://www.jewishtelegraph.com/prof_217. html, 29 Haziran, 2019.
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Details

Primary Language Turkish
Journal Section Araştırma Makaleleri
Authors

Tuğçe Dinç 0000-0002-8077-7260

Necdet Hayta

Publication Date December 31, 2019
Submission Date July 21, 2019
Published in Issue Year 2019 Volume: 3 Issue: 2

Cite

APA Dinç, T., & Hayta, N. (2019). SİMON SCHAMA VE İNGİLTERE’DEKİ TARİH EĞİTİMİNE KATKILARI. Sinop Üniversitesi Sosyal Bilimler Dergisi, 3(2), 231-266. https://doi.org/10.30561/sinopusd.594817
This work is licensed under a Creative Commons BY-NC-SA 2.0 (Attribution-Non Commercial-Share Alike).