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

Harris, R. and Reynolds, R. (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies, 46 (4). pp. 464-486. ISSN 1366-5839

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To link to this item DOI: 10.1080/00220272.2014.881925

Abstract/Summary

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.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:37661
Uncontrolled Keywords:history curriculum; minority ethnic students; identity; connection
Publisher:Taylor & Francis

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