Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers

Harris, Richard and Clarke, Gill (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. Cambridge Journal of Education, 41, (2), 159-175.


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This paper explores the issues that secondary history teachers on an Initial Teacher Education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course.

Item Type: Article
ISSNs: 1469-3577 (print)
0305-764X (electronic)
Related URLs:
Subjects: D History General and Old World > D History (General)
L Education > LB Theory and practice of education
Divisions : University Structure - Pre August 2011 > School of Education > Leadership, School Improvement and Effectiveness
ePrint ID: 174675
Accepted Date and Publication Date:
June 2011Published
Date Deposited: 16 Feb 2011 09:50
Last Modified: 31 Mar 2016 13:33
URI: http://eprints.soton.ac.uk/id/eprint/174675

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