What is gained when 20th century Queer history is brought into the classroom? Claire Holliss discusses her experience of visiting the archive to find sources for her A-Level students.
In the late eighteenth century Wedgwood’s medallion rallied people to the radical cause of abolition. Can it still inspire radical change today? Georgia Haseldine discusses the medallion’s historic radical power and re-making the…
What does 'history from below' looking like in the Philippines? In this piece Justin Umali reflects on communities finding their "historical place" in a narrative.
An open letter from more than sixty scholars in defence of Black British History at Goldsmiths and beyond. Proposed cuts at Goldsmiths threaten the survival of field essential to understand the nation and the world’s past and present.
There is an urgent need for programmes that train people to research Queer History and Black British History. The first masters' programmes in these areas, at Goldsmiths, now face an existential threat due to the College's redundancy…
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…
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
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.
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.
Should history take a good look at geography and geology, where out-of-school learning and field trips are considered an essential part of the school and university curriculum?
