Imagining the past: the use of archive pictures in secondary school history textbooks

Abstract

This article examines the use of archive pictures (paintings, photographs and engravings) in school textbooks, in the controversial setting of the Key Stage 3 (11–14) and Key Stage 4 (14–16) topics of the American West and the Native Peoples of North America, where pictorial images have created powerful stereotypes. Attention is drawn to the 1994 Schools Curriculum and Assessment Authority's report on history textbooks, which criticized the lack of supporting information for archive pictures. Textbooks written prior to the 1994 report are contrasted with those written since. It is noted that despite the report and recent historical interest in the study of representations, there has been little improvement in textbook design. The methods of analysis that should be used on paintings, photographs and engravings are explained in some detail, and the effect of not providing the essential background for pupils to develop a reasoned discussion of their value as historical evidence is demonstrated through a number of case-studies. Finally a checklist is provided for authors, publishers, teachers, trainee teachers and teacher educators to help them incorporate essential background material, in order to ensure that pupils can bring the same critical awareness to pictorial images as they have become accustomed to with written sources.

Keywords:

• History Textbook Images Secondary America Representations