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ERIC Number: EJ1137611
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1361-3324
History Lessons: Inequality, Diversity and the National Curriculum
Alexander, Claire; Weekes-Bernard, Debbie
Race, Ethnicity and Education, v20 n4 p478-494 2017
This article explores the continued importance of teaching a diverse curriculum at a time when issues of racial and ethnic equality and diversity have been increasingly sidelined in the political discussion around "British" values and identities, and how these should be taught in schools. The 2014 History National curriculum, in particular, provoked widespread controversy around what British history is, who gets included in this story and how best to engage young people in increasingly diverse classrooms with the subject. The new curriculum provides both opportunities for, and constraints on, addressing issues of racial and ethnic equality and diversity, but how these are put into practice in an increasingly fragmented school system remains less clear. Drawing on the findings of two research projects in schools across England and Wales, this article examines the challenges and opportunities facing teachers and young people in the classroom in the teaching and learning of diverse British histories. We argue that it is not only the content of what children and young people are taught in schools that is at issue, but how teachers are supported to teach diverse curricula effectively and confidently.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)
Grant or Contract Numbers: N/A