What sorts of substantive knowledge are needed to get better at history?

Clio et cetera

As I set out in my last post, substantive knowledge concerns knowledge of the past, and in history curriculum theory can generally be seen as the counterpart of disciplinary knowledge, which involves knowledge of the discipline. Over the last few decades, however, substantive knowledge has generally played second-fiddle to disciplinary knowledge in models of progression, if it makes an appearance at all. In part this is due to the frustrating fact that the substantive knowledge taught to pupils can be wildly different, particularly when comparisons are made between countries. Theorists have often tried to create progression models that can be used in more than one context, and substantive knowledge has just been too difficult to incorporate. In other cases, substantive knowledge has been seen as less important, perhaps being understood as inert pieces of factual information that are structured through disciplinary conceptual frameworks.

It is perhaps for both of…

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