Despite global efforts to overcome inequalities in societies today, there is still a long way to go in addressing the nature and causes of inequalities such as poverty, racism, gender and intellectual superiority. This book examines some of the theories behind the inequalities in society and attempts to lead us to an understanding of how to work effectively towards social justice through a study of social, economic and political relationships through history, specifically the way the history curriculum is taught in the UK. It covers the position of minority students in British schools and the policies which are adopted by schools whose pupils come from culturally diverse backgrounds. From a practical standpoint, suggestions are given for lesson plans and attainment targets which promote an anti-racist ethic throughout the history curriculum. Such lesson plans are designed to help teachers encourage students to develop historical skill within the context of investigating the history of how people lived in the past and related to each other. Most importantly, it is hoped that students will gain an understanding of the dialectical nature of history, that history is not a study of isolated, unrelated incidents of the past but is a critical exploration of historical, social, economic and political forces that have impacted upon groups of people in the past and continue to do so.