Eight in ten secondary schools are making changes to their history lessons to pay attention to diversity, a study shows.
The main changes relate to black and Asian British history, women, the disabled, the working classes and LGBTQ+ issues.
Teachers most commonly said the aim was to highlight social justice as well as to better present history and examine the impact of recent events.
The survey of 300 teachers, which was carried out by academics at Oxford and Reading universities, found 83 per cent had seen changes to the curriculum.
‘One of the most encouraging findings is the evidence that schools are now paying attention to the history of migration to and from Britain and to the diverse experiences of those who settled here,’ said Dr Katharine Burn, one of the report’s authors.
The poll examined the curriculum for pupils aged 11 to 14.
Many secondary schools place great emphasis on teaching diversity in their curriculums. These changes relate to black British history, black women and Asian British history as well as the work classes, disabled people, and LGBTQ+ issues
The majority of teachers who were invited to tell us what had changed most often said that the curriculum had been decolonized or diversified or they’d made it more representative.
A very small number said they had ‘reduced the attention given to certain topics – specifically medieval British or Tudor history – in order to accommodate new ones or a new kind of emphasis’.
One large comprehensive that served a majority of the east London population said they had established a Mali medieval unit, as well as teaching black Tudors.
One comprehensive with similar makeup in South West claimed it had created its Tudor portraits module for global Tudors.
A comprehensive from Bedfordshire also said that it added subjects to address the needs of its majority ethnic minorities, such as the Islamic kingdoms and West African kingdoms.
Oxford Union accused of restricting speech
After allowing controversial speakers to be vetted, the Oxford Union was accused of undermining freedom of speech.
This debating society dates back to 1823 and will determine the impact of visitors before they are allowed to visit.
Critics of transgender groups, pro-Life groups, and Israel supporters will likely be subject to particular deliberation.
Chris McGovern serves as the chairman of Campaign for Real Education. Retired head teacher, he was also an advisor to 10 Downing Street’s Policy Unit.
Even the most controversial speakers have been allowed to visit the country in the past, such as OJ Simpson (1996) and Nick Griffin (2007), both of which were part of the British National Party. But the society intends to “restructure” its invitations system to account for any adverse effects on minority groups.
This could be a consultation with’specialist student organizations’, according to documents. Lawyers independently reviewed the proposal.
Chris McGovern from the Campaign for Real Education stated that speech freedom would be limited.
A spokesperson for Oxford Union said that they were happy with the review. He added, “We will defend anyone’s right of freedom speech within law.”
Professor of Education at Buckingham University Alan Smithers criticized the changes. ‘The limited teaching hours should be focused upon British history within the context of empire and migration.
It is the reason we have become who and what it is. This is the time to raise your voice for the dismayed majority that are trying to destroy our heritage.
Nick Gibb (then schools minister) resisted the calls to decolonise school curriculum.
Professor of Education at Buckingham University Alan Smithers (pictured) criticized the changes. ‘The limited teaching times available should focus on British history within the context of empire and migration,’ he said.
According to him, there is no reason for children of ethnic minorities not to study the works of “dead white men”. Although the Department for Education does not want to force black history teaching, it insists that the curriculum allows for an extensive range of content.
All schools that participated in the survey reported having taught classes about the transatlantic slave market.
These subtopics include the experience of enslaved populations and the campaign to abolish slavery.
Other 82% of respondents reported having taught lessons about some aspects the British Empire.