‘The Traditional Standpoint of Historians’: Tradition and the Construction of Educational Identity in Late Twentieth-Century British Higher Education

Abstract

In the final decades of the twentieth century, history in British higher education experienced major challenges that highlighted fundamental issues of educational purpose and value. As the hitherto private world of university history teaching and learning began to open up to public scrutiny, what emerged was a statement of what one subject representative body called ‘the traditional standpoint of historians’ on undergraduate history education. Drawing particularly upon evidence from national discipline consultations and recent rethinking of the representation and uses of tradition, this article argues that the appeal to the educational past was more complex than public statements suggested and that more critical scrutiny of history's educational traditions might play an important role in imagining pedagogic and professional futures.