Should school history education focus on the UK or offer a more global perspective?- Vicki Robinson

In the light of the BLM protests, there has been much debate about what type of history should be taught in our schools. Many have argued for a more global approach with less focus on the nation-state; even Eton has pledged to ‘decolonise’ its curriculum.

This is a subject close to my heart. I spent three years teaching English to junior high school students in Asia and had to think carefully about how to portray my country. It was challenging, and I really sympathise with teachers grappling with these issues. Additionally, I have spent a lot of time educating the public about history, especially as a tour guide.

Whilst explaining history to British tourists, I noticed big differences in knowledge between generations. The over-35s had, at minimum, a basic understanding of the timeline of English history. With younger people, on the other hand, things were different. Many did not have a clear foundation of knowledge, and I had to explain some periods from scratch, despite them having completed their education.

They often thanked me for my summaries and told me that although they had studied lots of 20th century history at school, particularly post-war Germany, they had learnt much less about earlier events in England and Britain. Many expressed concern that they were expected to be ‘Global Citizens’ but did not really know or understand their own country. I have heard similar stories from others in the industry, and in discussions about education online.  

Yet, according to the government website, the national curriculum aims to ensure that all pupils “know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day”. Without wishing to generalise all schools, it seems something is going wrong somewhere.

It is concerning that we are going through a major reassessment of our history when some appear not to know the basics. There is also conflicting information about what is actually being taught in schools, particularly regarding slavery and colonialism. To improve history education, we must have clear and detailed information. Time constraints are also a factor – focusing on a more global picture inevitably means cutting some British history. Which parts? And what ‘global’ history should be taught? There is a risk of a bitty, unfocused approach.

Some schools, however, are taking very positive steps forward. At Michaela Community School, teaching history is part of creating a sense of Britishness within a strong school culture. Writing for the SecEd blog, Head Teacher Katharine Birbalsingh states:

“…We want our pupils to feel that they are part of the bigger communities of England and Britain. We do this by singing national songs in assemblies and also by standing as a school for the Two Minute Silence. But we also create this culture in more subtle ways: we encourage staff and pupils to talk about ‘our’ country rather than ‘your’ or ‘the’ country. Over time, these little actions become habits, our habits become our character and then talking about ‘our country’ is not just something that a Michaela pupil does. It is who they are.”

This is refreshing. Britishness is related to citizenship and being part of something bigger than oneself. Young people of all backgrounds are welcomed into Britishness as culture is passed on from one generation to the next. 

Focusing on our country does not preclude learning about other parts of the world. Comparing and contrasting is a helpful approach. For example, if studying the Enlightenment, students could learn about the contributions of England and Scotland, along with those of France and Germany. They could also examine the Western and Buddhist concepts of Enlightenment as well. When learning about other parts of the world, a general overview could be given to provide structure and context.  

Perhaps the real issue is national identity. In the UK, we are often unsure of who we are and how we fit together. We need a central story, encompassing both positive and negative, to confidently pass on to future generations. Schools cannot do everything – we all need to work together to understand ourselves as a whole.

Vicki Robinson

@storiesopinions