Whose history is this anyway? Social justice and a history curriculum

Research output: Contribution to journalArticle (Academic Journal)peer-review

1 Citation (Scopus)

Abstract

History is the most contested of curricular subjects in all western democratic states. This article begins by setting out competing models of a history curriculum highlighting the shifting trends that have taken place in different types of schools in England in recent years. The different models of a history curriculum are critiqued from the dual perspectives that underpin social justice, namely, redistribution and recognition. In identifying different priorities in school history, this article draws from two small-scale empirical research projects which elicited the perspectives of different groups of teenage school students towards history, and included students based in multi-ethnic schools as well as those in largely white, homogenous, schools in more deprived areas. An inclusive, multi-perspective and dynamic approach towards history curriculum development is offered as a way forward for addressing issues of social justice within a history curriculum.
Original languageEnglish
JournalEducation, Citizenship and Social Justice
DOIs
Publication statusPublished - May 2015

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