The discipline of historians: a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Hochschulschrift/Dissertation Buch |
| Sprache: | Norwegisch Englisch Französisch |
| Veröffentlicht: |
Bergen
Universitetet i Bergen
2009
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018966126&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | 552 S. |
| ISBN: | 9788230808528 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Table
of contents
Summary
___________
Preface
___________________________________—_------------------------------
8
Introduction
_________________________________________________________—-------
Part I
-
Ref
ranting and reformulating the question of what a discipline is
_____________
IS
Chapter
1
Detours to the understanding of a discipline
Introduction
Introducton
________________________________________________
1.1
Why the study of disciplinary knowledge should include the study disciplinary training
--------------- 19
1.1.1
European reforms raise the question of the relationship between degree structures and disciplines
1.1.2
The pedagogical transmission of a discipline is one of its constituting parts
________________22
1.1.3
Graduate education
isa
window into tacit research practices
__________________-------------24
1.2
Higher education and science studies of variation in academic practice and knowledge disclose
perspectives on disciplines
__________________________________________________________ 30
1.2.1
Investigating variations in academic knowledge and practice: what are the characteristics and role
of disciplines?
_________________________________________________________________30
1.2.2
Searching for a conceptualisation of the interrelations between the social and the cognitive
dimensions of knowledge that is more adequate for understanding disciplinary variations
_________. 47
1.3
Towards a relational,
constructivist,
comparative and historical sociology of contemporary disciplinary
knowledge
_______________________________________________________________. 58
1.3.1
Shapin s historical-sociological approach to the study of science
_______________________■ 59
1.3.2
Adding comparative analytical tools from the societal approach in order to grasp a contemporary
discipline
_____________________________________________________________________ 68
Concluding remarks: doing sociology of knowledge
_______________________________________ 83
Chapter
2
Unpacking disciplinary conceptions and reconstructing disciplines
-
methodological reflections
___________________________________________________85
Introduction
________________________________________________________________ 85
2.1
Discerning tacit disciplinary knowledge and skills through composite analytical prisms__
_______
87
2.1.1
Interviewing individual historians: from graduate teaching to disciplinary practices and ideals..
87
2.1.2
Using degree structure reforms as a methodological device
___________________________. 97
2.1.3
A composite comparative approach
________________________________________ 99
2.1.4
From raw data to final text
___________________________________________________.
Π
2
2.2
Historical-sociological reconstructions of the research object
_____________________________ *
15
2.2.1
Which features of context should one include in the reconstructions?
___________________
115
2.2.2
What is the status and role of these historical-sociological reconstructions?
_______________ 123
Concluding remarks: the limits and the gains of the study
__________________________________ 125
Conclusion to part I__
_____________________ __________128
Part
Π
-
Using degree structure reforms as a prism to unpack and discern disciplinary
conceptions
_____________________________
Chapter
3
External pressure on disciplines brings out many kinds of internal resistance
_ 132
Introduction
_________________________________ _______ 132
3.1
How do the Master degree reforms postgraduate teaching in history in the three countries?
______ 133
3.1.1
The French LMD reform adds a year of study and imposes structured teaching
__________
133
3.1.2
The Norwegian Quality reform shortens the time of study and imposes structured teaching
_ 136
3.1.3
The English introduce taught Masters fifteen years ahead of Bologna
138
English introduce taught Masters fifteen years ahead of Bologna
___________ 13
3.2
Three different patterns of responses to the reforms reflect different institutional settings and different
disciplinary identity markers
___________ 142
y y ers
______________________________________
Л
ÍfTC-ľ*6 1
«Ofensive
response, and control over those who deviate
_________ΣΙ
Щ
з.г.2
bngland: binary division
teto
sodat-science oriented pd humanities oriented historians
_____ .151
і.гз
Rance:
competitive„vision
dong
__šdp_nary
auhaûtà^fë^*^
Ґ: І«
Concluding remarks: common structural tightening, yet diverging practices and diverging argumentation
point towards incomparable disciplinary conceptions
___________________________________ 181
Chapter
4
Which understandings of the discipline of history are being defended?
_______ 185
Introduction
____________________________________________________________________ 185
4.1
Research practices defining the discipline
___________________________________________ 187
4.1.1
Is history defined as a slow discipline or not?
____________________________________ 187
4.1.2
Maturation through individual research or training in research skills
___________________ 197
4.1.3
Primary sources or wider secondary reading
_____________________________________207
4.2
Determining the inner core and external boundaries of the discipline
_______________________ 219
4.2.1
What is the role and form given to independence in the construction of the research identity?
220
4.2.2
Is history defined in opposition to or as part of the social sciences?
____________________ 231
4.2.3
Historical research skills as suitable professional skills or complementary to such
_________ 250
4.3
Disciplinary unity and distinctiveness
______________________________________________264
4.3.1
Disciplinary heterogeneity or unity
____________________________________________ 264
4.3.2
On the tension between specialisation and general overview
_________________________271
4.3.3
On ideals of rhetoric and their relation to the discipline
_____________________________276
Concluding remarks: nationally structured interconnections of disciplinary dimensions
___________ 288
Conclusion to part II
_______________________________________________________296
Part III
-
Reconstructing multiple disciplines of history?
__________________________298
Chapter
5
Liberai
education, general training and elitism: English intellectual and
institutional traditions ease contemporary degree-structure reforms
_________________300
Introduction
____________________________________________________________________300
5.1
Professionalising history as liberal education
________________________________________ 301
5.2
A hierarchical and up-beat educational system
_______________________________________ 318
5.2.1
Late massification of the hierarchical institutional landscape preserves short university degrees as
a preparation for non-academic occupations
_________________________________________ 319
5.2.2
A structured, paced and small-scale university pedagogy
____________________________ 328
5.2.3
A recent policy push towards structured degrees, skills and training
___________________338
Concluding remarks: new policies and structures convey old educational ideals
_________________345
Chapter
б
French history s empiricism, the institutional division of labour and the primacy of
the
agrégation
impede degree structure reforms
_________________________________348
Introduction
____________________________________________________________________ 348
6.1
Professionalising history: a struggle between secondary education and
scientism
_____________ 350
6.1.1
Placing the university debates outside the power elite
_______________________________ 351
6.1.2
The schoolish influence upon university teaching of history
________________________355
6.1.3
A battle between science and letters giving way to hyper-empiricism
__________________ 365
6.2
An organic and hierarchical educational system formally tied to the labour market
___________385
6.2.1
Massification sustains the universities position outside the power elite
_________________385
6.2.2
A narrow and formally regulated labour market centred on secondary education
___________389
6.2.3
A division of labour between universities and other higher education institutions structures the
discipline
____________________________________________________________________395
6.2.4
The strong resist while the weaker seize the opportunities of a reform incompatible with the old
system
______________________________________________________________________399
Concluding remarks: tension between teaching and research locked up in a complex whole?
________404
Chapter
7
Norwegian historians reinterpret and purify past glory to confront new challenges
________________________________________________________________________406
Introduction
____________________________________ _________________________________406
7.1
A self-confident discipline in position in a newborn nation-state
__________________________408
7.1.1
A new university for educating a new state elite
__________________________________409
^___
_______________________424
7.1.3
Eclectic inspirations for a more scientific, yet politically central discipline
______________432
7.2
A self^^nfidentdiscipUiïe
in
opoositìon
in a riewrjoni social-democratic state
____
:
__________ 458
7.2.1
The rise of the welfare state and the wane of history
_______________________.________ 460
7.2.2
Еве
incursion of the new social sciences provokes the historians to refine, unite and attack
__468
7.2.3
A loosely structured and apparently non-competitive landscape facilitates disciplinary self-
confidence and resistance to change
________________________________________________ 487
Concluding remarks: Norwegian historians selective memory
______________________________499
Conclusion
tópart
III
________________________________________________________501
Conclusion: historically and geographically contingent disciplinary conceptions constitute
a discipline
________________________________________________________________507
Endnotes:
quotes in original Ianguages__
_______________________________________516
Bibliography
_____________________________________________________________534
Appendix: guides to the interviews with historians in English, French and Norwegian
universities
_________________________________________ ____________548
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| spellingShingle | Mangset, Marte 1975- The discipline of historians a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities Universität (DE-588)4061778-6 gnd Geschichtswissenschaft (DE-588)4020535-6 gnd |
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| title | The discipline of historians a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities |
| title_auth | The discipline of historians a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities |
| title_exact_search | The discipline of historians a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities |
| title_full | The discipline of historians a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities Marte Mangset |
| title_fullStr | The discipline of historians a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities Marte Mangset |
| title_full_unstemmed | The discipline of historians a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities Marte Mangset |
| title_short | The discipline of historians |
| title_sort | the discipline of historians a comparative study of historians constructions of the discipline of history in english french and norwegian universities |
| title_sub | a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities |
| topic | Universität (DE-588)4061778-6 gnd Geschichtswissenschaft (DE-588)4020535-6 gnd |
| topic_facet | Universität Geschichtswissenschaft Frankreich Großbritannien Norwegen Hochschulschrift |
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