Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers

Abstract

This paper explores the issues that secondary history teachers on an initial teacher education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course.

Keywords:

• history education
• diversity
• initial teacher education

Notes

1. At the time of the research, the National Curriculum for history identified different areas that needed to be taught, thus students were to learn about a non-European society, for example ‘Black Peoples of the Americas’ and ‘Native Americans’ (also known as ‘Indigenous Peoples of the Americas’) were common topics. What would be taught or how much time would be devoted to the topic was down to the discretion of the individual teacher.