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historical research. Other researchers incorporate historical studies within a bricolage
approach, demonstrating that combining approaches rigorously produces legitimate research
outcomes. To justify this, Villaverde, Kincheloe and Helyar write, “the sole adherence to any
one philosophy can also provide limitations and blindspots in understanding historical
phenomena. On the other hand, the integration of several philosophies may address the
conceptual restrictions of any one set of tenets” (2006, p. 314)
To further respond to the criticism made by Marwick regarding the constructing of history,
published textbook research has its own history of investigating constructions of curriculum.
In particular, Foster and Crawford in introducing a collection of research essays on
constructions of national identity in school History curriculum across a number of nation
states write (and it is worth quoting them at length as their ability to articulate the use of
social constructions is relevant to this project):
…school history textbooks are examples of preactive curriculum documents that are
socially constructed. The view of social constructionism adopted…is based upon the
notion that social action is the product of the manner in which individuals and groups
create and sustain their social world. From this viewpoint, the setting, the
participants, their motives and intentions and the socioeconomic, cultural and
historical context are important variables in shaping meaning and
behavior…Studying the construction of history textbooks and their use in school
from a social constructionist viewpoint allows for the exploration of the views,
values and interests involved in the making of curriculum, of the political
maintenance of power and knowledge and, crucially, of the sociohistorical context
within which curriculum is constructed. (2006, pp. 4-5)
3.6.4 Use of language in history methodology.
Careful selection of language—specific words used—to describe past events, actions and
situations is an important consideration when embarking on historical research, to avoid
amongst other things a ‘tone-deaf’ approach to analysing primary sources. Through the use of
CDA as the lead methodology the dynamics of language is able to be made explicit. Aware of
this, Cullip (2007) highlights the grammatical functions of History textbooks as a way to
bring out the unstated meaning of values attributed to historical narratives, writing “in the
case of history, the demand is for a range of genres, from narrative to exposition, which can
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