The project comprised four strands of research. Each strand drew on qualitative and quantitative approaches and addressed specific research aims.
1. Strand A: Current context
Strand A sought to map the current context of teaching and learning about the British Empire, migration and belonging in English secondary schools. It aimed to identify and consult with interested groups, particularly teachers and subject associations, and to complete a comprehensive literature and policy review to support understanding of scholarship and current policy.
2. Strand B: Teacher research
Drawing on teachers’ responses, Strand B aimed to answer the question: ‘How, when, why and by whom are issues surrounding the British Empire, migration and belonging currently approached in English secondary schools?’
3. Strand C: Student research
Working with students, Strand C aimed to answer the question, ‘What do English secondary school students know and understand about the British Empire, migration and belonging, and how do they come to this knowledge and understanding?’
4. Strand D: Textbook analysis
Strand D aimed to chart and reflect upon changing representations of the British Empire and migration within English textbooks and associated classroom resources over the past one hundred years.
Overall, the research aimed to provide a robust empirical base that enables us to understand what views and practices exist in schools among teachers and young people, as well as their context (e.g., community, curriculum, policy). Based on these findings, the research then sought to consider and identify the most effective ways to support teachers in delivering good practice in teaching and learning about the British Empire, migration and belonging.