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History: Between Teaching and Research

Published online by Cambridge University Press:  04 April 2017

Étienne Anheim  and
Bénédicte Girault
Étienne Anheim
Affiliation:
Université de VersaillesSaint-Quentin-en-Yvelines Laboratoire DYPAC (EA 2449)
Bénédicte Girault
Affiliation:
Université de VersaillesSaint-Quentin-en-Yvelines/ École supérieure du professorat et de l’éducation de Versailles
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Extract

In France, the links between the teaching of history in secondary schools and historical research in universities, higher education institutes, and the National Center for Scientific Research (CNRS) often seem tenuous. Evocations of these links usually boil down to debates about updating school curricula, invocations—often with ulterior political motives—of the teaching profession’s unity in spite of obvious differences and inequalities, or, on the contrary, denunciations of an objective that is idealistic, if not demagogical and senseless. In such a context, it might seem odd to devote a dossier to this question in an international academic journal. Indeed, this choice provoked vigorous debate within the editorial board of the Annales, especially since the dossier has the peculiarity of drawing on direct experience by giving a voice to secondary-school teachers and teacher trainers rather than specialized academic researchers.

Type
Historical Research and History Teaching in Secondary Schools
Information
Annales. Histoire, Sciences Sociales - English Edition , Volume 70 , Issue 1 , March 2015 , pp. 137 - 144
Copyright
Copyright © Les Éditions de l’EHESS 2015

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References

1. The dossier “Historical Research and History Teaching in Secondary Schools” is an extension of the debate entitled “The Annales and Teaching,” organized by the journal at the Rendez-vous de l’histoire held at Blois on October 12, 2013.

2. “Difficile enseignement de l’histoire,” special issue, Le Débat 175, no. 3 (2013).

3. Bloch, Marc and Febvre, Lucien, “Pour le renouveau de l’enseignement historique,” Annales d’histoire économique et sociale 9, no. 2 (1937): 113–29 Google Scholar, here p. 113.

4. All of these texts are available on the Annales ‘s website: http://annales.ehess.fr/index.php?414.

5. de Certeau, Michel, “Économies ethniques: pour une école de la diversité,” Annales ESC 41, no. 4 (1986): 789–815 Google Scholar, here pp. 809–10. For a partial English translation, including this citation, see Certeau, de, “Ethnic Economies: The School for Diversity,” in The Capture of Speech and Other Political Writings, ed. Giard, Luce, trans. Conley, Tom (Minneapolis: University of Minnesota Press, 1997), 173–74 Google Scholar.

6. On the subject of institutional pedagogy, see Bénévent, Raymond and Mouchet, Claude, L’école, le désir et la loi. Fernand Oury et la pédagogie institutionnelle: histoire, concepts, pratiques (Nîmes: Champ social, 2014)Google Scholar.

7. See for example Weill-Parot, Nicolas, “Recherche historique et ‘mondialisation’: vrais enjeux et fausses questions. L’exemple de la science médiévale,” Revue historique 671, no. 3 (2014): 655–73 CrossRefGoogle Scholar, which blends a relevant analysis of the historiography of medieval science in the East and West with very questionable ellipses on educational practices regarding the history of non-European worlds.

8. Bertrand, Romain, “Un continent de possibles oubliés. Les relations économiques Europe-Asie à l’époque moderne,” Esprit 400, no. 12 (2013): 33–45 Google Scholar, here p. 45.

9. Bloch and Febvre, “Pour le renouveau de l’enseignement,” 129–30.