‘Tracks’ of the past: how can a place-responsive pedagogy support new understandings of industrial heritage and major economic change using a Curriculum for Excellence?

Keyphrases

• Scotland 100%
• Curriculum for Excellence 100%
• Economic Change 100%
• Industrial Heritage 100%
• Place-based Pedagogy 100%
• School Pupils 66%
• Pedagogy 66%
• Global Citizenship 66%
• Learning Path 66%
• Multinational Enterprises 66%
• Place-responsive 66%
• Educators 33%
• Trade Unions 33%
• Local Community 33%
• Europe 33%
• Focus Group Interviews 33%
• Citizenship 33%
• Citizenship Education 33%
• Financial Crisis 33%
• Human Rights 33%
• Scottish Executive 33%
• Land Use 33%
• Local Environment 33%
• Tractor 33%
• Economic Issues 33%
• Citizenship Rights 33%
• Social Effects 33%
• Employment Experiences 33%
• Industrial History 33%
• Biesta 33%
• Inquiry-based Learning 33%
• Political Issues 33%
• Educational Framework 33%
• Sociomaterial 33%
• Economic Effect 33%
• Caterpillar 33%
• Economic Instability 33%
• Framework for Teaching 33%
• Knowledge-making 33%
• Union Activism 33%
• Historical Issues 33%
• Citizenship Curriculum 33%
• Industrial Engagement 33%
• Precariat 33%
• Informal Employment 33%
• Elam 33%
• Social Justice Issues 33%
• Day Worker 33%
• Zero Hours 33%

Social Sciences

• UK 100%
• Economic Change 100%
• Industrial Heritage 100%
• Schoolchildren 40%
• Trade Union 20%
• Focus Group 20%
• Communities 20%
• Civic Education 20%
• Human Rights 20%
• Prior knowledge 20%
• Pilot Study 20%
• Social Effects 20%
• Justice Issues 20%
• Precariat 20%
• Industrial History 20%
• Rights and Responsibilities 20%
• Europe 20%
• Financial Crisis 20%
• Land Use 20%