Multidirectional narratives: Diversifying the English and history curriculums
Written by: Alexandra Greenifeld and Shilpa Darbar
7 min read
SHILPA DARBAR, HEAD OF HISTORY, ST ALBANS HIGH SCHOOL FOR GIRLS, UK
ALEXANDRA GREENFIELD, HEAD OF ENGLISH, ST ALBANS HIGH SCHOOL FOR GIRLS, UK
The selection of texts in English and case studies in history is crucial both in terms of how students respond to and engage with these subjects, and in creating what Victoria Elliott defines as ‘disciplinary powerful knowledge’ (2021, p. 8): the texts, sources and voices that we choose to include in our curriculums create a culture that can elevate certain values and belief systems, often at the expense of others. In their study of students aged 12 to 14, Harris and Reynolds found that ‘although many students enjoy history, they fail to fully understand its value… [Some children,] especially those from minority ethnic backgrounds, feel a lack of personal connection to the past, as they do not see themselves in the history they are taught.’ (2014, p. 46) Similarly, Barton and Levstik (2004) argue that identification is integral to
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