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

Record type: Article

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.

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Citation

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), pp. 159-175.

More information

Published date: June 2011

Identifiers

Local EPrints ID: 174675
URI: http://eprints.soton.ac.uk/id/eprint/174675
ISSN: 0305-764X
PURE UUID: a0aeb699-0ad6-48e0-b3f8-47696dd3decc

Catalogue record

Date deposited: 16 Feb 2011 09:50
Last modified: 18 Jul 2017 12:11

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Contributors

Author: Richard Harris
Author: Gill Clarke

University divisions


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