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Publication - Dr Kate Hawkey

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

    Citation

    Hawkey, K, 2015, ‘Whose history is this anyway? Social justice and a history curriculum’. Education, Citizenship and Social Justice .

    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.

    Full details in the University publications repository