We’re looking to publish essays, articles, examples of sequences of lessons, and brief summaries of historical events which share our central focus: dismantling systems of oppression through history teaching.
Submissions in any form or of any length, up to c. 2500 words, will be considered.
Authors need no background in history teaching.
Adam Robertson suggests that, while Daisy Christodoulou’s ideas about the cognitive power that pupils develop by learning knowledge hold great emancipatory potential for our pupils, her limited conception of ‘educational equality’ and uncritical acceptance of elite forms of knowledge threaten to undermine that potential and preserve the status quo.
Daisy Christodoulou, in her ‘Seven Myths About Education’, presents a compelling case for teaching young people knowledge.
To do so may seem commonsense, but expressly avoiding knowledge, instead focusing on group work, skill development and minimising the amount of time teachers spend talking to students have been considered best practice by Ofsted, and have been a widely held consensus, for some time. Continue reading “Critiquing Christodoulou: why ‘Educational Equality’ in a Capitalist Society is like a reading room in a prison”
Adam Robertson suggests that history teachers are, by exposing their classes to violent or graphic media, potentially distressing their most vulnerable pupils, and that by carefully considering such pupils’ subjectivity, and by returning agency to them, history teachers could begin to take steps to avoid repeating such mistakes.
If you were to force a child to sit down and watch a potentially distressing video, on pain of punishment should they leave the room, you would rightly be labelled an abuser. Yet this appears to happen in classrooms across the country in the name of teaching by ‘shock’, and of exposing students to the horrors of, for example, the Holocaust in the hope that they are less likely to willingly facilitate similar such atrocities in the future. Continue reading “The Abuses of History: some steps towards avoiding distress in the History classroom”