Purpose This paper was originally presented as a keynote presentation to the annual conference of the ANZHES whose theme was “knowledge skills and expertise”. The purpose of this paper is to reflect on history as a field of study in the context of changing conditions and new debates about knowledge in the twenty-first century. Design/methodology/approach The paper reviews three important lines of sociological argument about changed conditions for knowledge: the case to “bring knowledge back in” to school curriculum; the contention that knowledge in universities is moving from “mode 1” to “mode 2” forms; and arguments about testing and audit culture effects on the practices of universities and schools. It then draws on interviews with historians and history teachers to show how they think about the form of their field, its value, and the impact of the changing conditions signalled in those arguments. Findings The paper argues that some features of the discipline which have been important to history continue to be apparent but are under challenge in the conditions of education institutions today and that there is a disjunction between teachers’ views of the value of history and those evident in the public political arena. Research limitations/implications The paper draws on a major Australia Research Council funded study of “knowledge building across schooling and higher education” which focusses on issues of disciplinarity and the fields of physics and history. Originality/value The paper is intended as a new reflection on the field of value to those working as historians.

中文翻译：

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21世纪技能世界中的学校，大学和历史

目的本文最初是作为ANZHES年会的主题演讲，主题是“知识技能和专业知识”。本文的目的是在不断变化的环境和二十一世纪有关知识的新辩论中反思历史作为一个研究领域。设计/方法论/方法本文回顾了关于知识条件变化的社会学论证的三个重要方面：“将知识带回学校”案例；关于大学知识正在从“模式1”转变为“模式2”形式的争论；关于测试和审核文化对大学和学校实践的影响的争论。然后利用对历史学家和历史老师的访谈，展示他们如何看待领域的形式，其价值，这些论点表明了不断变化的条件的影响。结论本文认为，对历史重要的该学科的某些特征继续显而易见，但在当今教育机构的条件下仍面临挑战，并且教师对历史价值的看法与那些对历史价值的看法之间存在脱节。公共政治舞台。研究局限性/含义本文借鉴了澳大利亚研究委员会资助的一项重大研究，即“跨学校和高等教育的知识建设”，研究重点是学科问题以及物理学和历史领域。独创性/价值本文旨在作为对历史学家的价值领域的新反思。结论本文认为，对历史重要的该学科的某些特征继续显而易见，但在当今教育机构的条件下仍面临挑战，并且教师对历史价值的看法与那些对历史价值的看法之间存在脱节。公共政治舞台。研究局限性/含义本文借鉴了澳大利亚研究委员会资助的一项重大研究，即“跨学校和高等教育的知识建设”，研究重点是学科问题以及物理学和历史领域。独创性/价值本文旨在作为对历史学家的价值领域的新反思。结论本文认为，对历史重要的该学科的某些特征继续显而易见，但在当今教育机构的条件下仍面临挑战，并且教师对历史价值的看法与那些对历史价值的看法之间存在脱节。公共政治舞台。研究局限性/含义本文借鉴了澳大利亚研究委员会资助的一项重大研究，即“跨学校和高等教育的知识建设”，研究重点是学科问题以及物理学和历史领域。独创性/价值本文旨在作为对历史学家的新反思。