This toolkit is for teachers and community organisers who are interested in establishing a community-school partnership for the purpose of teaching curriculum sensitive topics, such as the British Empire, migration, and belonging. A community-school partnership is a collaborative endeavour, established by a community organiser/organisation and a local teacher/school. Through our research, we have identified the … Continue reading Introducing our PortraitEMB project toolkit, ’The Significance of Community-School Partnerships’
Author: portraitemb
Why research history textbooks?
The focus of my doctoral research arose in a conversation with a teacher a few weeks ago; their question was simple but important: “why are you researching history textbooks?” The teacher’s surprise at my research might have been less likely if we had both been from one of the many nations around the world, such … Continue reading Why research history textbooks?
What do students know about the British Empire? Visuals from our Youth Symposia North and South
This is a quick post to share the visual record of our second youth symposium held in the south of England this March. In this strand of our work we aim to understand what English secondary school students know and understand about the themes of the British Empire, migration and belonging and how they acquire this … Continue reading What do students know about the British Empire? Visuals from our Youth Symposia North and South
“Culture Day” improves students’ sense of belonging
From my visit to Barr’s Hill School in Coventry for their 2024 Culture Day celebrations, it became very clear to me the importance of student-led, and staff-supported, cultural initiatives in schools in improving students’ sense of belonging and reducing cultural alienation amongst the students. Friday 23 February 2024 marked the second annual Culture Day at … Continue reading “Culture Day” improves students’ sense of belonging
How are educators across England exploring antiracism and decolonisation?
Over the past five months, as a doctoral student at the University of Oxford, I have had the privilege of speaking to a range of teachers from varied disciplines and educational settings across England about what it means to teach in an antiracist or decolonial way. What I have found perhaps most fascinating, is the … Continue reading How are educators across England exploring antiracism and decolonisation?
Entangled Pasts
This post provides teachers with insights into critically engaging with colonial histories through art, encouraging interdisciplinary collaboration and fostering student autonomy. It prompts reflection on pedagogical practices, including self-reflexivity, to empower educators to navigate complex topics with their students. Entangled Pasts explores the connections between art and Britain’s colonial histories. It shows how important art … Continue reading Entangled Pasts
Understanding students’ interpretive frameworks for effective learning about British Empire, migration and belonging
We are excited to share the successful conclusion of our inaugural youth symposium in the North of England, marking a significant milestone in our commitment to cultivating an enriched learning environment. This symposium holds a central position within our methodology, specifically in strand C, where we aim to understand what English secondary school students grasp … Continue reading Understanding students’ interpretive frameworks for effective learning about British Empire, migration and belonging
What is community history and how can it support teachers?
Our project community-grounded scholar, Holly Cooper, writes on the importance of engaging with community, both their past and present, for the teaching of sensitive topics such as the British Empire, migration, and belonging. Defining community history Community history refers to the practice of historical research outside of academia, universities, and formal education. This is an … Continue reading What is community history and how can it support teachers?
Unveiling the Layers of Historical Textbooks: Insights from Strand D Research
Hi teachers! I’m working on Strand D of our PortraitEMB project, which means I’ve been lucky enough to spend a lot of my time exploring the huge archive of historical textbooks in the IOE Library’s Historical Textbook Collection (UCL Special Collections). We’ve been looking at history and geography textbooks from the last hundred years, trying … Continue reading Unveiling the Layers of Historical Textbooks: Insights from Strand D Research
Exploring the Past, Shaping the Future: Charting the landscapes of British Empire, migration, and belonging in English Secondary Schools
Introduction Welcome, fellow educators, as we embark on a pioneering exploration through the forefronts of history, culture and education! Today, we’re thrilled to invite you to join us in a unique and timely research journey charting the contemporary landscapes of teaching about the British Empire, migration and belonging across England’s secondary schools. Setting the scene … Continue reading Exploring the Past, Shaping the Future: Charting the landscapes of British Empire, migration, and belonging in English Secondary Schools