Teaching Emotive and Controversial History 3-19

Teaching Emotive and Controversial History 3-19 A Report from The Historical Association on the Challenges and Opportunities for Teaching Emotive and Controversial History 3-19 A Report from The Historical Association on the Challenges and Opportunities for Teaching Emotive and Controversial History 3-19 Contents Page 1 An introduction providing 3 context and definition An executive summary of the 4 key findings and recommendations 3 The current context with the scope of 7 addressing the teaching of emotive and controversial issues generally across the 3–19 age range and specifically at each key stage 4 The current constraints that inhibit 14 the teaching and learning of emotive and controversial history 5 The key characteristics and examples 19 of effective practice with regard to teaching and learning with a case study for each key stage 6 Four case studies from experts on 37 the latest historical thinking and issues related to areas of controversy 7 Recommendations for developing 41 practice; some are short term and others longer term, some primarily aimed at teachers and schools, and others aimed at other stakeholders 8 Acknowledgements 46 Teaching emotive and controversial history 3-19 The Historical Association Introduction 1 This publication is the result of research carried out by There was also an acceptance that emotion, sensitivity The Historical Association and supported by a grant from and controversy can be affected by time, geography and the Department for Education and Skills. The project awareness. For example, an issue or person could have has been entitled T.E.A.C.H. (Teaching Emotive and been extremely emotive and controversial at the time, Controversial History) and covers the 3–19 age range. but no longer has such a resonance, or that something may be felt much more strongly in some places and The National Curriculum for History and GCSE and among some groups or individuals than others, or there AS/A2 specifications often touch on social, cultural, are issues that continue or now have contemporary religious and ethnic fault lines within and beyond Britain. significance or personal resonance. Likewise, the strength A premise at the start of the project was that many of feeling about certain issues can be affected by the age teachers often avoided controversy in the classroom when of the students. Thus there are historical issues that, at focused on history. At the same time, there is widespread the time, aroused strong emotions and were subjects of recognition that the way many past events are perceived great controversy. Simultaneously, there are issues that are and understood can stir emotions and controversy within emotive and controversial because they continue to have and across communities. general contemporary significance or personal resonance for students. The proposals that were put before the DfES envisaged researching the opportunities, constraints and case The agreed definition by those present that has directed studies of effective practice across all key stages. The much of the report is as follows: proposals were accepted in Spring 2006 and a steering group of three set up to plan and oversee the project. The The study of history can be emotive and controversial basic structure of the T.E.A.C.H. project was: where there is actual or perceived unfairness to people by another individual or group in the past. to recruit five experienced researchers, one for each This may also be the case where there are disparities of Key Stages 1–4 and one for post-16 to investigate between what is taught in school history, family/ current practice, particularly the opportunities and community histories and other histories. Such scope for addressing such issues through school issues and disparities create a strong resonance with history, as well as to seek examples of effective students in particular educational settings. practice; to hold three weekends in Cambridgeshire (in June, This report is seen as the start, rather than the end of an October and December 2006), bringing together the important process. Much more research is needed than was steering group, researchers and those with expertise possible for this project. Nor is the curriculum static. The in teaching such issues. There were opportunities context is changing and this debate will need to embrace at these weekends to hear from and question those future changes. If history teaching is to help play a key role teaching history in schools with different ethnic in helping young people understand the complexity and mixes; background to the world in which they are growing up in, much better resources will need to be both produced and to produce a final report by Easter 2007. This report signposted, and teachers made more aware of examples would be distributed in hard copy to all members of of good and effective practice. Plans are already in place The Historical Association, as well as placed on the to expand the case studies and references to resources, open part of its web site. particularly through electronic means. One of the first issues that needed to be addressed was A good report also generates feedback and ideas. It is the a working definition of what constituted an emotive or intention of the authors of the T.E.A.C.H. project that sensitive issue in history. This was widely debated at the the wider community will respond to the points raised first weekend. The definition itself generated emotion in a constructive and positive way, drawing attention to and controversy, but it was a vital first step in keeping good practice and how these issues are being, or could be, T.E.A.C.H. manageable and consistent. It was recognised addressed in an effective way. The Historical Association from the outset that one person’s acceptance might be want to encourage this ongoing activity. Details of how another’s controversy and that sensitivity was relative. this can be done are provided in the Appendix. The Historical Association Teaching emotive and controversial history 3-19 3 Executive summary 1. The working definition that guided the production of • Personal engagement is much more likely when this report is as follows. the students are themselves encouraged through history teaching to have a sense of their own The study of history can be emotive and controversial personal identity and their place in the world. where there is actual or perceived unfairness to people • Teaching emotive and controversial history is by another individual or group in the past. This may best done when the students consider their own also be the case where there are disparities between loyalties, their multiple interests and identities, what is taught in school history, family/community and recognise the fact that everyone is both an history and other histories. Such issues and disparities insider or outsider to something and that their create a strong resonance with students in particular values can be conflicting and can change. educational settings. • Effective resources that are attractive and stimulating. 2. There are a sizeable number of opportunities • Opportunities are enhanced when the school available to schools to consider emotive and adopts a whole-curricular approach. Success is controversial issues in history. Some are generic more likely to be achieved in history if there is a across all key stages. clear strategy in the school for accepting that such issues should be engaged in by all students and in • The range of opportunities is potentially greater a range of contexts. The success of history teachers below the age of 14 after which the demands is likely to be so much less if it is alone among the of external specifications often act as a barrier, curricular areas in covering such matters. although there are many more opportunities than teachers plan for. • The best opportunities exist when teachers recognise the rationale behind the National 3. A number of constraints currently act as barriers. Curriculum and external examination These include: specifications with the balance of knowledge, skills and understanding, and where students are • the time pressures and status of the subject; engaged actively in the processes of history rather teachers have been encouraged to play safe with than as passive receivers of disjointed information. • content selection and pedagogy, which acts as • The key to success is systematic planning, a powerful constraint to teaching emotive and particularly as part of an enquiry approach where controversial history. There are few incentives to students have to work independently and where take risks; they have time to consider and address matters in the limited access that history teachers and others sufficient depth. • have to high-quality training in this area; • Teaching emotive and controversial history is a paucity of resources, which means planning is unlikely to succeed where little or no attention • dictated by other resources that are more available; is paid to the precise learning objectives and ideas associated with similarity and difference, • a lack of teacher subject knowledge, especially change and continuity, reasons and results, and in the primary sector. This insecure knowledge interpretations and using evidence. can lead to coverage of content in equal depth, or rather shallowness leading to routine, superficial • Emotional engagement is a feature of effective learning rather than “deep” learning; teaching of controversial issues. The students have to want to care enough about the issues to arouse • the tendency of teachers to avoid emotive and both their curiosity and their willingness to engage controversial history for a variety of reasons. Some fully with the questions that are likely to require of which are well-intentioned, such as feeling that hard thinking and problem-solving. certain issues are inappropriate for particular age 4 Teaching emotive and controversial history 3-19 The Historical Association groups, or that they lack the maturity to grasp them, • learners are exposed to a rich variety of or a wish to avoid causing offence or insensitivity, or appropriate and stimulating resources, such as that they are best taught elsewhere in the curriculum, music, film and pictures.

Load more