How far did the toppling of the Colston statue in 2020 impact upon primary history subject-leaders' curriculum decision-making in North-West England?

This is a qualitative research study which investigates the curriculum decision-making of four primary school history subject-leaders in the North-West of England. A grounded theory approach was utilised. Semi-structured interviews were conducted with the subject-leaders and an audit of their school...

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Bibliographic Details
Published inEducation 3-13 Vol. 51; no. 8; pp. 1311 - 1324
Main Author Fidler, Ailsa
Format Journal Article
LanguageEnglish
Published Long Marston Routledge 17.11.2023
Taylor & Francis Ltd
Subjects
Blacks
British history
Curricula
curriculum
Curriculum Development
Decision Making
diversity
Elementary education
Elementary School Curriculum
Foreign Countries
Grounded theory
history
History Instruction
Interviews
Leaders
Memorials & monuments
National Curriculum
Primary
subject-leaders
United Kingdom (England)
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Summary:This is a qualitative research study which investigates the curriculum decision-making of four primary school history subject-leaders in the North-West of England. A grounded theory approach was utilised. Semi-structured interviews were conducted with the subject-leaders and an audit of their schools' history curriculum completed. The curriculum was altered in response to the Colston statue toppling in three schools, the subject-leaders faced several challenges. Further research is needed to discover more about the role of primary history subject-leaders and the agency they can achieve as curriculum-makers. It is also argued that Black British history should be included in the History National Curriculum for England.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0300-4279
1475-7575
DOI:10.1080/03004279.2022.2069841