School history, identity and ethnicity: an examination of the experiences of young adults in England. Issue 2 (4th March 2023)

• Record Type: Journal Article
• Authors: Sandhu, Saiba; Harris, Richard; Copsey-Blake, Meggie
• Is Part Of: Journal of curriculum studies. Volume 55:Issue 2(2023)
• Page Start: 153
• Page End: 170
• Publication Date: 2023-03-04
• Subjects: History education -- identity development -- narrative template -- minoritized ethnic history; Education -- Curricula -- Periodicals; 375.001
• DOI: 10.1080/00220272.2023.2184212
• Languages: English
• ISSNs: 0022-0272

Abstract

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 curriculum 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.