In recent years there has been a massive revival of interest
internationally in what story can offer to education. This book
covers a range of issues at the heart of teaching history, such as
the use of talk, the pitfalls of narrative as a pedagogical tool,
translating curriculum content into lessons, story telling and
story making. It also questions what it means to teach, the
difficulties for teachers of remaining constructively critical of
policy, and their own practice, during periods of national
legislation and change.
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