ABSTRACT

Estella Lewis’s handbook for teachers, Teaching History in Secondary Schools, published in 1960, is examined to reflect upon the teaching of history in the UK during the postwar period, a text that addresses the “problem” of teaching history to “non-academic” children attending secondary modern schools. Lewis’s ideas, attitudes, and values towards this question are explored fully in order to show her contesting history education aims, content, and methods. Her work as a history educator, alongside other authors, is significant in the way it sheds light on the largely unexamined discourse on how history teaching in postwar secondary modern schools was conceptualised. Generally presented as deserted and unchanging, the landscape of postwar history education that appears in Lewis’s text is a social practice bustling with activity.

摘要

埃斯特拉·刘易斯（Estella Lewis）的教师手册，《中学教学史》该书于1960年出版，经过审查，以反思战后英国的历史教学，该文本解决了在中等现代学校就读的“非学术”儿童的历史教学“问题”。刘易斯对这个问题的想法，态度和价值观得到了充分的探索，以显示她对历史的争论的教育目的，内容和方法。她作为历史教育工作者的工作与其他作者一样，具有重要意义，它阐明了关于如何概念化战后现代中学历史教学的大部分未经审查的论述。在路易斯的著作中，战后历史教育的概况通常被描述为荒凉和不变，是熙熙activity的活动。