How have harmful words been used to stigmatise those directly affected by Ireland's institutional history? This piece reflects on the power of language in relation to Irish mother and baby homes.
What has changed - for better and for worse - since the publication of the RHS 2018 report on racial inequalities in UK university History departments?
As British museums respond to decolonisation demands, Tobey Ahamed-Barke considers whether their strategies actually address the coloniality of museums.
Can a local past be used to inspire women's agency and autonomy in the present day? Siobhan Lambert-Hurley reflects on her collaboration with a local women's group in Bhopal.
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.
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…
Jason Arday on why interweaving Black history into our curriculum paves the way for a more consistent and informed approach towards addressing structural and institutional racism.
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…
Following the ground-breaking Royal Historical Society report on Race, Ethnicity & Equality, one of the Report's co-authors, Jonathan Saha, responds to criticism and calls for change.
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.
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?
Amid an increasingly politicised discussion about the teaching of history in schools, History Workshop Online offers three perspectives on the current debate.
