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'Their book should be compulsory reading for anyone wanting to take part in the current discussion about history teaching and its future in our schools. At a single stroke, this book puts the whole debate onto a more sophisticated and grown-up level.'
- The Independent
'They make a strong, persuasive case and it's possible that history may one day be complusory to 16 as part of a Baccalaureate style curriculum.'
- BBC History Magazine, David Nicholls, Emeritus Professor of History, Manchester Metropolitan University
- The Independent
'They make a strong, persuasive case and it's possible that history may one day be complusory to 16 as part of a Baccalaureate style curriculum.'
- BBC History Magazine, David Nicholls, Emeritus Professor of History, Manchester Metropolitan University
Product Description
The firstground-breaking account of the teaching of history in England's state schools from the early 1900s to the present day, this accessible study is a major contribution to the current debates about the place of history in the classroom and the national curriculum. Drawing on a wide variety of hitherto unpublished material, including an especially created oral history archive and the recollections of many former pupils as to what it was like to be on the receiving end and how much they have remembered of what they were taught, the authors of this powerfully-argued book present an original and comprehensive account of the political decisions and the pedagogic practices which determined the sort of history that was taught in the classroom. Concluding with some important recommendations about what needs to be done to safeguard the teaching of history in England's schools in the future, The Right Kind of History will be an invaluable resource for teachers, scholars, educationalists andpolicy-makers.
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Most Helpful Customer Reviews
8 of 9 people found the following review helpful
Format:Paperback
Unfortunately this book is a little heavy going at first, but it improves tremendously - perhaps because more oral history and rich narrative is available from 1930s.It is really a history of education as much as a history of history teaching. An absolute must for anyone interested in either subject and months of addtional material and reading from the website and references.
4 of 5 people found the following review helpful
Format:Paperback
This fascinating survey is based on a two-and-a-half year research project, based at London University's Institute of Historical Research. It looks at history as taught in 20th-century England's state schools, involving the history of education and the history of culture.
History as a subject has often suffered at the hands of our rulers. For example, Blair told the US Congress, "There has never been a time when ... a study of history provides so little instruction for our present day." This was true of himself.
Kenneth Clarke abandoned Baker's commitment to ensure history was compulsory till the age of 16. `Clarke's deeply unfortunate decision' wrecked the plan of an integrated curriculum which the History Working Group had designed to lead step by step from 5 to 16, culminating in two years devoted to 20th-century British and world history.
Clarke removed these two years from Key Stage 4 (15 and 16) and jammed them into Key Stage 3 (13 and 14). This decision disconnected the study of history from GCSE exams. In academies, the time given to history has fallen still further, as the Historical Association reports.
So, across the 20th-century, history teaching in England has finished at 14 or earlier. There was never a golden age of history teaching and learning.
The authors urge that history should be a compulsory subject up to the age of 16. This excellent book presents evidence and thought that should raise the level of discussion about education and about history in our schools.
History as a subject has often suffered at the hands of our rulers. For example, Blair told the US Congress, "There has never been a time when ... a study of history provides so little instruction for our present day." This was true of himself.
Kenneth Clarke abandoned Baker's commitment to ensure history was compulsory till the age of 16. `Clarke's deeply unfortunate decision' wrecked the plan of an integrated curriculum which the History Working Group had designed to lead step by step from 5 to 16, culminating in two years devoted to 20th-century British and world history.
Clarke removed these two years from Key Stage 4 (15 and 16) and jammed them into Key Stage 3 (13 and 14). This decision disconnected the study of history from GCSE exams. In academies, the time given to history has fallen still further, as the Historical Association reports.
So, across the 20th-century, history teaching in England has finished at 14 or earlier. There was never a golden age of history teaching and learning.
The authors urge that history should be a compulsory subject up to the age of 16. This excellent book presents evidence and thought that should raise the level of discussion about education and about history in our schools.
2 of 14 people found the following review helpful
Format:Paperback|Amazon Verified Purchase
Heavy going not what I had expected after reading reviews. Thought would be summaries and recommendations about subject matter for teaching history
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