Index

A Boris Johnson, 70 Acculturation, 70 Brexit, 5 African-Caribbean, 7, 13, 19, 50, 57, Bus Boycott, 87 58, 60–64, 69–72, 78, 83, 85 British Broadcasting Corporation, 63 Afrocentricism, 4 Britishness, 14, 82 Ajegbo, K., 14 Brixton 1981, 58, 60–64, 71 American Civil Rights, 87 Brixton Disorders, 64 Anglo-Saxon invasions, 26 Brixton Disturbances, 63 Anti-colonialism, 64 Brixton Road, 63 Anti-racist activism, 3

C B Cameron, David, 28 Beginning history teachers, 37 Claudius, 27 Being swamped, 62 Co-existence, 50, 71 Biggest challenge, 7, 26, 42, 89 Coldharbour Lane, 63 Black-British children, 19, 62 Colonial zero-point, 3, 4 Black-British experience, 7, 60, 72 Conservative government, 14 Black-British voice, 8 Conservative/Liberal Democrat Black cultural icons, 70 coalition, 14 Black history, 68 Counter-narrative, 51 Blackness, 4 Covid-19, 6 Black radicalism, 4 Critical, 51 Bob Marley, 67, 70 Critical curriculum thinking, 3, Bogle, Paul, 64 87, 89

© The Author(s) 2020 91 M. Moncrieffe, Decolonising the History Curriculum, https://doi.org/10.1007/978-3-030-57945-6 92 INDEX

Critical multicultural education, 4, Equality Act (2010), 50 52, 55, 84 Essentialist discourses, 4 Cross-cultural encounters, 7, 28, 50, Ethnic nationalism, 5 51, 71, 77, 78, 80, 85 Ethnocentric attitudes, 3 Cross-cultural struggles, 72 Ethnogenesis, 18, 27, 86 Cross-ethnic encounters, 27, 28, 36, 38 Eurocentric mindset, 7, 26, 40, Cuffee (Akof), 64 42, 78, 89 Cultural backgrounds, 29 Eurocentrism, 4, 7, 18, 48, 50, 53, Cultural hegemony, 7, 16, 29, 40 59, 70, 81, 89 Cultural ignorance, 3 Exemplary, 48 Cultural induction, 38 Cultural reproduction, 30 Curriculum implementation, 86, 87 F Family background, 29 Feeling alien in Britain, 68 D First generation, 57 Decentre ‘whiteness,’ 3 Focus-Group, 78 Decolonial thinking, 51 Freedom of speech, 82 Decolonising, 3, 7, 26, 42, 72, 77, 89 Fundamental British values, 51, Default perspective, 26 82–84, 88 Default position, 4, 7, 26, 42, 78, 89 Defance of , 87 Defnition of racism, 27 G Deportation, 70 Garvey, Marcus, 64 Di Angelo, 26, 27, 29 Genetic, 48, 51, 54, 55, 89 Diaspora, 70 Gentrifcation, 70 Diasporic imagination, 70 Gestural-superfcial, 3, 4 , 62, 69, 70 Get up! Stand up!, 69 Diversifcation, 4 Gove, Michael, 15 Diversity of societies, 49 The Grandville Arcade, 63 Dominant narratives, 52 Duggan, Mark, 67 H Habitus, 29 E Hegemonic normality, 27 Educational site, 29 Historical consciousness, 7, 47, 48, Empire, 15, 28, 53 51, 52, 54 Enoch Powell, 62 Historical enquiry, 16, 78, 80, 81, 86 Enough is enough!, 66 Historicity, 47 Epistemic discomfort, 3 Epistemic innovation, 3 Epistemic violence, 7, 19 I Epistemological struggle, 3 Imposed epistemes, 51 Equality, 50, 82 Initial Teacher Education, 87 INDEX 93

Institutional ignorance, 70 N Institutional racism, 14 Narcissistic, 2 Interactive introspection, 69 Nation building, 17 Irish, 39 National curriculum chronology, 17 National identity, 17 J Nature of history, 26, 42 , 57, 64–66, 68, 70 Neo-conservative, 15 Neo-liberal projects, 5 New Labour government, 14 K Non-statutory guidance, 17, Key Stage 2 history curriculum, 15, 18, 50, 59 19, 26, 27, 30, 34, 40, 42, 48, 49, Normans, 53, 55, 66, 88 51, 53, 54, 58, 71, 78, 79, 81, 83 Notting Hill riots, 67 Key Stage 3, 18, 50, 53, 55

O L Oppression, 4, 64, 69, 70 Lawrence, Stephen, 14, 67 Optional study, 59 Legacy, 18, 52, 59, 68, 70 Optional unit, 17, 79 Legendary rebellions, 64 Our Island Story, 15 Lens of migration status, 86 Lived experiences, 29 Loughborough Park, 63 P Paradigm, 4 Parks, Rosa, 87 M Pedagogical motives, 30 Macpherson, W., 14 Permanent settlement, 66 Macpherson inquiry, 67 Poisonous discourse, 62 Majoritarian ethnic group, 26 Police harassment, 67 The Maroons, 64 Potato famine, 38–39 Mass-migration and settlement, 13, 16, Power dynamic, 83 18, 19, 26, 27, 33, 34, 39, 41, 42, Privileged, 26 49, 50, 53, 54, 60, 69, 78, 83 Privileged ‘white’ perspective, 26 Master narrative, 15, 16, 29 Process of change, 49 May, Theresa, 70 Purpose of Study, 8, 16, 49, Memories, 7, 58, 60, 64, 65, 78 51, 54, 58, 59, 71, 79, Metropolitan Police Force, 62 83, 88 Monarchy, 42, 53, 55, 88 Morant Bay, Jamaica, 64 Multicultural co-existence, 6 Q Multicultural perspectives, 83 Quackoo (Akweku), 64 Multi-ethnic neighbourhoods, 39 Quashie (Akwesi), 64 Mutual respect, 5, 51, 88 Quintus Lollius Urbicus, 26 94 INDEX

R Tolerance, 5, 51, 83, 88 Race-equality, 4, 7, 14, 16, 63, 71, 87 Tosh, Peter, 70 Race-Relations Acts, 50 Traditional, 48 Radical, 3, 4, 8, 60 Trainee-teachers of primary school Regime of truth, 29 history, 59, 78, 83 Reifcation, 29 Treaties, 50 Revenge swamping, 62 Revolt, 63 Revolutionary, 3, 4 U ‘Rhodes must fall,’ 3 Unconscious bias training, 4 The Roman Empire, 26 Undercover racism, 67 The Runnymede Trust, 86 Uprisings, 50, 63, 64 Rüsen, J., 48

V S Viking and Anglo-Saxon struggle, Scots invasions, 26 17, 49, 79 Secondary schools, 18, 36, 50 Viking invaders, 26 Sense of own identity, 49 Vilifcation and ‘othering,’ 8 7/7 London terrorist attacks, 14 Violence and bloodshed, 69 Severus, Septimius, 26 Visualizing praxis, 80 Slave martyrs, 64 Slave revolt, 64 Socialisation, 29, 30, 33–36, 39, 42, W 52–54, 70, 87, 88 White narcissism, 5 Sociological imagination, 69 White privilege, 26, 30, 42 ‘Statutory’ directives, 18 White-British majoritarian Stephenson, Paul, 87 priorities, 29 Stopping and searching, 61, 62, 66 White-British propagandas, 26, 42 Story of Britain’s past, 7, 16, 18, 26, White-cultural perspectives, 5 38, 42, 48, 71, 78, 83, 89 White-denial, 87 Structural racism, 2 Whiteness, viii, 2–4, 6–8, Supplementary Saturday schools, 3 27–30, 42, 72 Swamp 1981, 62 Whitewashing, 70 Why is my Curriculum White Campaign?, 3 T Windrush Generation, 50 Temporary settlement, 66 , 5, 69 Thatcher, Margaret, 62 Windrush Square, 67