On Struggles Over Interpretations and Disciplinary Orders of Discourse.

Appraising the Social Practice of History Didactics

Abstract

This essay on the social practice of history didactics outlines the potential that a reflective and discipline-historical view, based on practice theoretical thoughts, could offer on one’s own prerequisites of the possibilities within history didactical research practice. Built upon the assumption that the process of constructing knowledge orders of history didactics is performed through doings and sayings, forgotten or previously discourse-excluded alternatives become again the focal point of history didactics. They can, in turn, help call attention to compatible perspectives of future history didactical modelling, putting them up for discussion.