History Lessons: teaching community, heritage and diversity in the National History Curriculum

历史课：在国家历史课程中教授社区、遗产和多样性

• 批准号: AH/L009420/1
• 负责人: Claire Alexander
• 金额: $ 10.04万
• 依托单位: University of Manchester
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2014
• 资助国家: 英国
• 起止时间: 2014 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FL009420%2F1
• 关键词: History; Lessons; teaching; community; heritage

In January 2011, the Secretary of State for Education announced a review of the National Curriculum. The widereaching reforms laid the foundation for an English Baccalaureate, which included the compulsory teaching of history to the age of 16, as a means of generating a renewed national pride and sense of citizenship and collective identity in schools. The proposals proved controversial in terms both of intent and content, with particular concerns raised about the place of the revised curriculum in promoting an overly homogenous view of 'British identity' and 'British history' which erased its global/imperial past and its diverse contemporary contours. The place, or denial, of 'black histories' proved particularly controversial and sparked a nationwide campaign to retain black history in the Curriculum, which garnered over 36,000 votes. In addition, concerns have been raised about the retreat to more 'traditional' methods of teaching and learning, focusing on linear narratives and 'facts and dates' rather than more detailed and participatory teaching methods, which deal with thematic approaches through 'patch' courses which facilitate the critical engagement with primary sources - on 'doing' rather than 'learning' history. The revised curriculum comes into effect in September 2014, with many of these issues still unresolved. In particular the ways in which 'national history' can be made inclusive and relevant to Britain's increasingly superdiverse pupil cohorts have not been adequately explored. Research has suggested, further, that many history teachers remain uncomfortable with teaching diversity - especially issues of slavery and Imperialism - in ethnically mixed classrooms. The current project draws upon, and extends, two recent successful AHRC funded projects which have explored migration to Britain through the use of oral history and life history methods, working with young people in schools. The original 'Bengal diaspora' project explored the history of migration and settlement of Muslim migrants from the Indian state of Bengal in the period after Partition, drawing on oral and life history and visual methods. Developed in conjunction with The Runnymede Trust, the Banglastories website (www.banglastories.org) and educational resource pack, brought these stories into British classrooms, aiming to engage young people in understanding the creation of multicultural Britain. The follow on project, 'Telling Community Histories about Migration and Belonging' worked with over 120 young people in schools in Cardiff, Leicester and Sheffield, to create their own family and community histories, drawing on oral and life history methods and visual/digital methods, including filmmaking (http://www.makinghistories.org.uk). The 'Telling Community Histories' project found that young people of all backgrounds engaged constructively with family and community histories as a means of generating a shared sense of belonging focused on local places, particularly when this exploration was embedded in, and supported by, the mainstream curriculum. With the new curriculum set to be launched in September 2014, the current project aims to build on these earlier findings in two ways: 1) working closely with teachers, schools and local institutions to develop resources and innovative methods for recognising Britain's diverse histories within the remit of the new national curriculum; 2)working with young people and teachers to explore the ways in which the new curriculum can be taught in an inclusive way, engaging constructively and critically with the focus on 'heritage' and personal and local histories . The project will focus on small scale, intensive partnership work with schools in London and Greater Manchester to generate new ways of looking at national and local histories and heritage through a focus on local space and sites. This work will inform methods and approaches that can be implemented on a national scale.

2011年1月，教育大臣宣布对国家课程进行审查。广泛的改革为英国学士学位的基础奠定了基础，其中包括对16岁的历史教学的强制性教学，作为在学校中产生新的民族骄傲，公民身份和集体身份的一种手段。这些提案在意图和内容方面都被证明是有争议的，特别担心修订的课程在促进“英国身份”和“英国历史”的过度同质观点方面的地位，从而消除了其全球/帝国的过去及其多样化的当代轮廓。事实证明，“黑人历史”的地方或否认的地方特别有争议，并引发了一项全国性的运动，以保留黑人历史的课程，该课程获得了36,000多票。此外，人们对撤退的关注也引起了更多的“传统”教学方法，重点是线性叙事以及“事实和日期”，而不是更详细和更具参与性的教学方法，这些方法通过“补丁”课程来处理主题方法，从而促进与主要来源的关键参与 - 而不是“ DAIN”，而不是“学习”历史。修订后的课程于2014年9月生效，其中许多问题仍未解决。特别是，尚未充分探索“民族历史”包容性并与英国越来越多的超级多样的学生同伙相关的方式。研究进一步表明，许多历史老师在教授多样性（尤其是奴隶制和帝国主义的问题）中仍然不舒服，在种族混合的教室中。当前的项目借鉴并扩展了两个最近成功的AHRC资助的项目，这些项目通过使用口述历史和生活历史方法探索了向英国移民，并与学校中的年轻人一起工作。原始的“孟加拉侨民”项目探讨了分区后的穆斯林移民的历史和定居于印度孟加拉国的移民历史，借鉴了口述和生活史和视觉方法。与Runnymede Trust，Bandlastories网站（www.banglastories.org）和教育资源包一起开发，将这些故事带入了英国教室，旨在吸引年轻人了解创建多元文化英国。在Project，“讲述移民和归属的社区历史”的关注点与加的夫，莱斯特和谢菲尔德学校的120多名年轻人合作​​，创建了自己的家庭和社区历史，利用口述和生活历史方法以及视觉/数字方法，包括电影制作（包括http://wwwww.makinghistories.org.uk）。 “讲述的社区历史”项目发现，各种背景的年轻人与家庭和社区历史建设性地互动，以产生一种共同的归属感，尤其是当这种探索被主流课程嵌入并支持时。随着新课程将于2014年9月推出，目前的项目旨在以两种方式以这些早期发现为基础：1）与教师，学校和地方机构紧密合作，以开发资源和创新方法，以在新的国家课程的份额中识别英国多样化的历史； 2）与年轻人和老师一起探索以包容性的方式教授新课程的方式，建设性和批判性地参与“遗产”以及个人和本地历史。该项目将专注于与伦敦和大曼彻斯特学校的小规模，密集的合作伙伴关系，以通过关注当地空间和地点来生成新的方式来研究国家和地方历史和遗产。这项工作将为可以按国家规模实施的方法和方法提供信息。

项目成果

History lessons: inequality, diversity and the national curriculum

历史课程：不平等、多样性和国家课程

• DOI: 10.1080/13613324.2017.1294571
• 发表时间: 2017
• 期刊: Race Ethnicity and Education
• 影响因子: 2.5
• 作者: Alexander C

History Lessons: Teaching Diversity In and Through the History National Curriculum

历史课：在国家历史课程中并通过历史课程教授多样性

• 发表时间: 2015
• 作者: Alexander, C.