Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis

This paper reports a Critical Discourse Analysis (CDA) exploring the nature, causes and epistemic effects of knowledge recontextualization in ‘official’ Key Stage Five History curriculum England. “Recontextualization” refers to inevitable changes that occur as it is ‘pedagogized’, due value-laden practices contexts which enact shape curriculum-making. accredited examination specifications three ‘generative’ policy documents were analysed using Fairclough’s methods interpreted through Bernsteinian theoretic lens. problematic forms will be discussed: canonization; commodification; de-diversification; made static; inconsistency. The application CDA everyday artefacts illuminates role micro-level ‘language-in use’ bringing particular constructions subject into being. It suggested not all these recontextualizations intentional, nor fully explainable macro meso structural factors. Some had been enacted ‘by accident’ contingencies fragmented negotiated local practice. Epistemic discursive ‘literacies’ are key engendering agentic practice within official curriculum-making community, well enabling teachers select pedagogically mediate line with aims.