What does it mean to engage students with difficult, traumatic, messy and complex histories of the British empire and the two world wars? How can we engage with the ‘un-commemorated’, whose names have not appeared on the memorial landscape? Anna Maguire and Diya Gupta reflect on their experiences teaching histories of the ‘un-commemorated’ in empire and war.
What can a mid-20th century monument to two women in Hackney tell us about women’s work and experience? Laura Gowing delves into the intertwined lives and friendship of Harriet Delph and Frances Garlick.
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.
A review of Cannadine, Keating & Sheldon’s “The Right Kind of History: Teaching the Past in Twentieth-Century England” by John Gardiner
