School history, identity and ethnicity. An examination of the experiences of young adults in England.

Autor/inn/en	Sandhu, Saiba; Harris, Richard; Copsey-Blake, Meggie
Titel	School history, identity and ethnicity. An examination of the experiences of young adults in England.
Quelle	In: Journal of curriculum studies, 55 (2023) 2, S. 153-170Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustration 1; Literaturangaben S. 168-170
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2023.2184212
Schlagwörter	Identität; Curriculum; England; Geschichtsunterricht; Identität; Minderheit; Curriculum; Geschichtsunterricht; Minderheit; England
Abstract	This paper looks at the experiences of school history education and explores the impact this education has had on the development of young adults and their sense of identity in England. Adopting a qualitative approach, this study used semi-structured interviews with twenty young adults, aged 18-22, some from white backgrounds, but most from minoritized ethnic backgrounds.1 Four broad categories were identified in the data, namely 'values and value', 'identity development', 'curriculum connections' and 'narrative templates'. In the majority of cases, these young adults felt that history was important and had a role to play in addressing societal issues such as racism. However, the curricu-lum largely ignored the histories of minoritized ethnic groups, as the dominant narrative template favoured a white, Anglo-centric view of the world, and so served to fuel a sense of disconnection to the curriculum and to the state more generally. This paper suggests there is a need to pay closer attention to the place of history education in shaping a sense of belonging and personal identity, through a multiperspectivity approach.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1