"Could You Just Tell Us the Story?" Pedagogical Approaches to Introducing Narrative in History Classes

This article looks at the changing status of narrative in classroom history and the ways in which narrative is introduced in history classes at Key Stage 3 (ages 11-14) in England. It includes the views of departmental heads responsible for the history curriculum and other history teachers on the place of narrative in the history curriculum as well as observations of history lessons. The research is set in the context of the English history national curriculum, although the relevance to curricula elsewhere is evident. The discussion is located within a discourse of different models of good practice, both for education generically and for narrative specifically. The research findings suggest that despite a mixed economy of methods and priorities within different history departments, the prevailing trend is towards a dilution of the academic tradition towards one that stresses an accessibility agenda. The impact of this on the place of narrative in history classes is considered and areas for further research are identified.