How do students learn history? The problem with teaching history as part of an integrated or interdisciplinary cross curricular pedagogical approach

Abstract

Interdisciplinary/cross-curricular teaching involves a conscious effort to apply knowledge, principles, and/or values to more than one academic discipline simultaneously. The disciplines may be related through a central theme, issue, problem, process, topic, or experience (Jacobs, 1989). This approach is often seen as a panacea to various problems facing education today; from opening up more space and time on overcrowded school timetables to cutting down fragmentation and giving a more holistic, relevant and modern education. Unfortunately while undoubtedly having various positive aspects, like most cures, an interdisciplinary approach does not come without a number of negative side effects. This paper will attempt to show how, at times, effective history teaching does not sit comfortably with interdisciplinary approaches; indeed, in some instances they are incompatible.