The history curriculum and its personal connection to students from minority ethnic backgrounds

Abstract

Whereas history is seen by some as crucial in developing a sense of identity and fostering social cohesion, it is however, often based around narrowly nationalistic views of the past, and yet little is known about how students relate to the past they are taught. Thus, this paper focuses on the history curriculum and the ways in which students aged 12–14, from different ethnic backgrounds, relate to it. Moreover, the small-scale study which enabled this paper, focused, in particular, on whether students enjoyed and valued history and whether they felt any sense of personal connection to the topics studied. Drawing on survey data collected from 102 students and focus group discussions with 42 students, from two high schools, the findings indicate that although many students enjoy history, they fail to fully understand its value. Additionally most students, especially those from minority ethnic backgrounds, feel a lack of personal connection to the past, as they do not see themselves in the history they are taught.

Keywords:

• history curriculum
• minority ethnic students
• identity
• connection

Notes

1. Michael Gove is the Secretary of State for Education. He is a Conservative politician, and part of the Conservative-Liberal Democrat coalition government.

2. At the time of this speech, Gordon Brown was Chancellor of the Exchequer in the New Labour government. Subsequently he held office as Prime Minister of the UK.

3. GCSE is the main examination for 16 year olds in England, Wales and Northern Ireland. The exam is graded A*–G, with grades A*–C being considered ‘good’ passes, and used as a measure to judge school effectiveness.

4. Advanced level is the main examination for 18 year olds in England, Wales and Northern Ireland.

Additional information

Notes on contributors

Richard Harris

Richard Harris is a lecturer in history education at the Institute of Education, University of Reading, 4 Redlands Road, Reading, RG1 5EX, UK; e-mail: [email protected]. His interests are in perceptions of the history curriculum, the place of diversity within the history curriculum and the public and political discourse around history education.

Rosemary Reynolds

Rosemary Reynolds is a doctoral research student at the Institute of Education, University of Reading. Her interests are history and sociology, and in particular minority ethnic groups studying in the UK. Her thesis, a work in progress, explores Chinese A-level students in FE colleges; their experiences, expectations and decision-making.