Radhika Natarajan argues that the work of decolonisation is to ‘address the relationship between the forms of knowledge we value in the classroom and the inequities and violence that exist on our campuses and in the world.’
Decolonising History teaching and research at SOAS, a London based institution that uniquely teaches only non-Western histories requires an approach that is non-eurocentric but at the same time ensures that local communities and organisations are active partners in knowledge production and dissemination.
How is the Anthropocene – the epoch in which humans have become a major force changing earth systems – changing the nature of historians’ evidence base?
An oral history of the Centreprise co-operative has captured the feelings, emotions, experiences and dilemmas of the people who created this social experiment
Books, articles and digital content that can help us put larger debates about pensions, fair pay and retirement into historical perspective.
What would a British history syllabus for Brexiteers look like?
Ruth Mather writes on the benefits of interrogating history curriculum bias in a school setting, and discusses the benefits to both students and educators of doing so.
Report & audio from this one-day conference which examined issues of history, identity and citizenship across an increasingly divergent, multi-national UK state.
History teacher Dan Lyndon-Cohen responds to the latest proposals for the National Curriculum in History.
Terry Wrigley writes on the changes in English school examinations, that are now more than a technical question, but tell an interesting social story about participation, recognition and exclusion.
