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3.ULUSLARASI TARH EGITIMI

SEMPOZYUMU

3.INTERNATIONAL SYMPOSIUM ON

HISTORY EDUCATION

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BLDR TAM METN KTABI

25-27 HAZRAN 2014 25-27 JUNE 2014

(C) ISHE 2014

ISHE 2014

3rd INTERNATIONAL SYMPOSIUM on HISTORY EDUCATION

25-27 June 2014

Sakarya / TURKEY

SYMPOSIUM PROCEEDINGS

III. ULUSLARARASI TARH ETM SEMPOZYUMU

25-27 Haziran 2014

Sakarya / TURKYE

E-book

Proceedings of

International Symposium on History Education

ISHE 2014

25-27 June 2012

Sakarya / TURKEY

Prepared by:

Ahmet MEK

Selahattin KAYMAKI

brahim TURAN

ISHE International Symposium on History Education

All the ideas and theories and any existing errors in this e-book are the sole responsibility of the authors.

The papers published in this e-book may be cited if proper references provided and full bibliographical credit is given.

ISBN: 978-605-84866-0-7

Formatting & Design: Hasan eritolu

Tel: +90 (264) 295 7149

http: www.historyeducation.org

iii

Honorary Committee - Sempozyum Onursal Kurulu

Prof. Dr. Muzaffer ELMAS

Prof. Dr. Rahmi KARAKU

Prof. Dr. Firdevs KARAHAN

Organizing Committee - Dzenleme Kurulu

Do. Dr. Ahmet MEK Sakarya niversitesi (Bakan)

Do. Dr. Haim AHN Sakarya niversitesi

Do. Dr. Halil brahim SALAM Sakarya niversitesi

Do. Dr. Selahattin KAYMAKI Karadeniz Teknik ni.

Y. Do. Dr. Hseyin ALIKAN Sakarya niversitesi

Y. Do. Dr. brahim TURAN Atatrk niversitesi

Dr. Namk ENEN Gazi niversitesi

Dr. zcan DEMR Gazi niversitesi

Okt. Mehmet Alper CANTMER Sakarya niversitesi

Scientific Committee - Bilim Kurulu

Prof. Dr. Mustafa SAFRAN Gazi niversitesi

Prof. Dr. Cemil OZTURK Marmara niversitesi

Prof. Dr. Vahdettin ENGIN Marmara niversitesi

Prof. Dr. Yahya AKYUZ Ankara niversitesi

Prof. Dr. Mustafa ERGUN Afyon Kocatepe niversitesi

Prof. Dr. Mehmet ALPARGU Sakarya niversitesi

Prof. Dr. Refik TURAN Gazi niversitesi

Prof. Dr. Salih OZBARAN Emekli Profesr

Prof. Dr. Mehmet OZ Hacettepe niversitesi

Prof. Dr. Muammer DEMIREL Uluda niversitesi

Prof. Dr. Fatma ACUN Hacettepe niversitesi

Prof. Dr. Hasan AKGUNDUZ stanbul niversitesi

Prof. Dr. Yucel KABAPINAR Marmara niversitesi

Prof. Dr. Ramazan OZEY Marmara niversitesi

Prof. Dr. Ibrahim GULER stanbul niversitesi

Prof. Dr. Hakan POYRAZ Mimar Sinan G.S. niversitesi

Prof. Dr. Nuri KOSTUKLU Prof.Dr. N. Erbakan ni.

Prof. Dr. Tufan GUNDUZ Gazi niversitesi

Prof. Dr. Ramazan ACUN Hacettepe niversitesi

Prof. Dr. Ahmet TASGIN Nevsehir niversitesi

Prof. Dr. Musa TASDELEN Sakarya niversitesi

Prof. Dr. Yasar CORUHLU Mimar Sinan G.S. ni.

Prof. Dr. Arif BILGIN Sakarya niversitesi

Prof. Dr. Levent YILMAZ Bilgi niversitesi

Prof. Dr. Hamza KELES Gazi niversitesi

Prof. Dr. Hamza GUNDOGDU Sakarya niversitesi

Prof. Dr. Altan CETIN Gazi niversitesi

Prof. Dr. Mehmet SAHINGOZ Gazi niversitesi

Prof. Dr. Haluk SELVI Sakarya niversitesi

Prof. Dr. Necdet HAYTA Gazi niversitesi

Prof. Dr. Yunus KOC Hacettepe niversitesi

Prof. Dr. Maria REPOUSSI Thessaloniki niversitesi

Prof. Dr. Elisabeth ERDMANN Nurunberg niversitesi

Prof. Dr. Alexander KHODENOV Yaroslav niversitesi

Prof. Dr. Tuba Yanpar YELKEN Mersin niversitesi

Prof. Dr. Mesut CAPA Ankara niversitesi

Prof. Dr. Ycel OZTURK Sakarya niversitesi

Prof. Dr. I. Hakki DEMIRCIOLU Karadeniz Tek. ni.

Prof. Dr. Ahmet GUNES Gazi niversitesi

Prof. Dr. Ahmet GAZEL Afyon Kocatepe niversitesi

Prof. Dr. Nuri YAVUZ Gazi niversitesi

Prof. Dr. Enis SAHIN Sakarya niversitesi

Prof. Dr. Ali Sinan BILGILI Ataturk niversitesi

Prof. Dr. Cenk REYHAN Gazi niversitesi

Prof. Dr. Ltfi SEYBAN Sakarya niversitesi

Prof. Dr. Mustafa ORAL Giresun niversitesi

Do. Dr. Alan HODKINSON Liverpool Hope Uni

Do. Dr. Bahri ATA Gazi niversitesi

Do. Dr. Ali YILMAZ Marmara niversitesi

Do. Dr. Ahmet DOGANAY Cukurova niversitesi

Do. Dr. Kaya YILMAZ Marmara niversitesi

Do. Dr. Ugur UNAL Gazi niversitesi

Do. Dr. Fahri SAKAL Ondokuz Mays niversitesi

Do. Dr. Necmettin ALKAN Karadeniz Tek. ni.

Do. Dr. Ibrahim SIRIN Kocaeli niversitesi

Do. Dr. Teyfur ERDOGDU Yldz Teknik niversitesi

Do. Dr. Ahmet SIMSEK Sakarya niversitesi

Do. Dr. Gray KIRPIK Gazi niversitesi

Do. Dr. Ersin GLSOY Ataturk niversitesi

Do. Dr. Salih YILMAZ Yldrm Beyazt niversitesi

Do. Dr. Hasim SAHIN Sakarya niversitesi

Do. Dr. Mehmet Ali CAKMAK Gazi niversitesi

Do. Dr. Ismail HIRA Sakarya niversitesi

Do. Dr. Ismail ACUN Usak niversitesi

Do. Dr. Umit EKIN Sakarya niversitesi

Do. Dr. Benediktas SETKUS Educational Sciences ni.

Do. Dr. Mehmet ACIKALIN stanbul niversitesi

Do. Dr. Mehmet Suat BAL Stc Imam niversitesi

Do. Dr. Bulent TARMAN Prof. Dr. N. Erbakan ni.

Do. Dr. Cengiz DONMEZ Gazi niversitesi

Do. Dr. Kadir ULUSOY Mersin niversitesi

Do. Dr. Erkan DNC Usak niversitesi

Do. Dr. Kubilay YAZICI Nigde niversitesi

Do. Dr. Mehmet Serhat YILMAZ Kastamonu ni.

Do. Dr. Nejdet GK Prof. Dr. Necmettin Erbakan ni.

Do. Dr. Ozgur YILDIZ Mugla niversitesi

Do. Dr. Ibrahim Hakki OZTURK 18 Mart niversitesi

Do. Dr. Arzu Meryem NURDOGAN Marmara ni.

Do. Dr. Hseyin KOKSAL Gazi niversitesi

Do. Dr. Mustafa AKSOY Marmara niversitesi

Do. Dr. Semih AKTEKIN Karadeniz Teknik ni.

Do. Dr. Fatih DEMIREL Artvin oruh ni.

Do. Dr. M. Bilal ELK Sakarya niversitesi

Yard. Do. Dr. Glin KARABAG Gazi niversitesi

Yard. Do. Dr. Erdal ASLAN Dokuz Eyll niversitesi

Yard. Do. Dr. Sahin ORU Yldz Teknik niversitesi

Yard. Do. Dr. Yasin DOGAN Adyaman niversitesi

Yard. Do. Dr. Sezai OZTAS Krklareli niversitesi

Yard. Do. Dr. H. Ahmet SIMSEK Kastamonu ni.

Yard. Do. Dr. brahim TURAN Istanbul niversitesi

Yard. Do. Dr. Cuneyt BIRKOK Sakarya niversitesi

Yard. Do. Dr. Ahmet S. CANDAN Karabuk niversitesi

Yard. Do. Dr. Mehmet Salih ERKEK Usak niversitesi

Yard. Do. Dr. Necati BOZKURT Mustafa Kemal ni.

Yard. Do. Dr. Selahattin TOZLU Ataturk niversitesi

Yard. Do. Dr. Muhammet SAHN Gazi niversitesi

Yard. Do. Dr. Ayten KIRIS Mula niversitesi

Yard. Do. Dr. Aydin GUVEN Ataturk niversitesi

Yard. Do. Dr. Ramazan KAYA Ataturk niversitesi

Yard. Do. Dr. Blent AKBABA Gazi niversitesi

Yard. Do. Dr. Hasan ISIK Yldrm Beyazit niversitesi

ISHE 2014 Tam Metinler ISHE 2014 Proceedings

iv

Yard. Do. Dr. Mehmet AKPINAR Karadeniz Tek. ni.

Yard. Do. Dr. Adnan ALTUN zzet Baysal niversitesi

Yard. Do. Dr. Mehmet Kaan CELEN Trakya ni.

Yard. Do. Dr. Ozgur AKTAS Kars Kafkas niversitesi

Yard. Do. Dr. Banu CULHA Dokuz Eyll niversitesi

Yard. Do. Dr. Mustafa ALICAN Adyaman niversitesi

Yard. Do. Dr. Gokhan KAGNICI Usak niversitesi

Yard. Do. Dr. Hlya ELK Sakarya niversitesi

Reviewers - ISHE 2014 Tam Metin Kitab Hakemleri

Do. Dr. brahim Hakki OZTURK OM

Do. Dr. Hseyin KOKSAL Gazi niversitesi

Do. Dr. Mehmet Suat BAL KS niversitesi

Do. Dr. Selahattin KAYMAKI Karadeniz Teknik ni.

Do. Dr. Hamza AKENGN Marmara niversitesi

Do. Dr. Halil brahim SALAM Sakarya niversitesi

Do. Dr. M. Bilal ELK Sakarya niversitesi

Do. Dr. Ahmet SIMSEK Sakarya niversitesi

Yrd. Do. Dr. Adnan ALTUN zzet Baysal niversitesi

Yrd. Do. Dr. Gkhan KAGNICI Uak niversitesi

Yrd. Do. Dr. Mehmet Salih ERKEK Uak niversitesi

Yrd. Do. Dr. Ramazan KAYA Atatrk niversitesi

Yrd. Do. Dr. Necati BOZKURT Mustafa Kemal ni.

Dr. Namk ENCEN Gazi niversitesi


v

TABLE of CONTENTS - NDEKLER

AILI KONUMALARI

The History Curriculum in Primary Schools in England: Opportunities and Challenges. 2-6

Prof.Dr. Penolope Harnett

ngiltere'de lkretimde Tarih Dersi Mfredat: Frsatlar ve Zorluklar 7-11

Prof.Dr. Penolope Harnett

Our Island Story: Refocusing the History Curriculum in England 12-19

Dr. Dean Smart

Ada Hikyemiz:ngilteredeki Tarih Mfredatna Yeniden Bak 20-28

Dr. Dean Smart

TARH ETM MAKALELER

Tarih Pedagoji Program rencilerine Gre Uygulama retmenleri 30-37

Prof.Dr. smail Hakk Demirciolu, nan Gen, Ebru Demirciolu

Tarih Metinlerinde Anlam Boluklar 38-42

Do. Dr. Hseyin KKSAL

Orta Asya Trk Tarihinin retimine likin Sosyal Bilgiler retmen Adaylarnn Grleri: Sakarya

niversitesi rnei 43-49

Yrd. Do. Dr. Hlya ELK

Kemalizmi Tarif Etmek ya da nklp Tarihi Dersleri 50-55

Dr. Alper BAKACAK

ada Tarih retim Yaklamlar Ve Vatan Tarihinde Onun nemi 56-62

Do.Dr. Memmedova Metanet

Kreselleen Dnyada Karlatrmal Tarih Eitimi ve almalarnn Gereklilii 63-72

mer Ali KESKN

Tarih retiminde Yerel Tarih almalarnn Kullanmna Ynelik retmen Grlerinin renim

Durumu Deikeni Asndan ncelenmesi 73-79

Dr. Servet HAL & Prof. Dr. Refik TURAN

Yeni Alan niversitelerde Tarih Eitiminde Karlalan Kstlama ve Zorluklar: Idr niversitesi

Tarih Blm 80-86

Yrd. Do. Dr. Gonca SUTAY

Bilim Tarihi retimi: Kum Sanat ve zgn arklar le Bilim Tarihi retiminin Tarih Dersine

Kar Gelitirilen Tutuma Etkisi 87-90

Yasin ETN & Seval ORAK

Ortaokul rencilerinin Tarih renmenin nemine Ynelik Grleri 91-99

rt. Dr. Cemil Cahit YELBURSA & Okutman Ayegl DNMEZ

Tarih retmenlerinin Bar Tarih Anlay Hakknda Grlerinin Alnmas 100-106

Dr. Servet HAL

nklap Kavram ve nklap Kavram ile lgili Kavramlarn Eitiminde Karlalan Sorunlar 107-115

Yrd. Do. Dr. Ycel Atila ehirli

ETM TARH MAKALELER

1908-1913 Aras Dnemde Osmanl Devletinde Kurulan Yatl Okullar ve zellikleri 117-131

Dr. zlem YAKTI

eyhlislam Musa Kazm Efendiye Gre Modern retim Yntemleri 132-138

Yrd. Do. Dr. Hatip YILDIZ

Halkevlerinin Eitim almalar: Mardin rnei 139-145

Ar. Gr. Hzr DLEK

Talim ve Terbiye Kurulunun lk Yllarnda Tarih retimine likin Kararlar 146-151

Do. Dr. Gray Krpk & Yrd. Do. Dr. M. Ahmet Tokdemir

stnlerin Eitiminin Tarihesi: Dnyadan Gncel rnekler ve Enderun Mektebi 152-160

Yrd. Do. Dr. Muzaffer DENZ


vi

162-167

168-174

175-183

184-189

190-195

196-206

207-215

216-233

234-243

244-259

260-265

266-269

270-276

277-283

SEMPOZYUMDAN KARELER

TARHLK MAKALELER

Tarih Aratrmaclarna Gre Hatratlarnn Tarihsel Deeri Dr. Ali ALTIKULA & Emine GNTEPE YELBURSA Yeni Trk Tarihinin Felsefi Esaslar Do. Dr. Faiq LKBROV Asker Tarihilik Ynnden Ahmet Refik (Altnay)

Dr. Efdal AS

Hmaniter Tarih Anlay: Herder rnei r. Gr. Glmser DURHAN Sofist Kimdir? Gezgin Bilge Mi Yoksa Hokkabaz, arlatan M?

Ar. Gr. Zeynep KANTARCI

Aydnlanma harektnn tekml ve onun Trk dnce tarihinde yeri: Tarihilik asndan Do. Dr. Sevin Qasimova, Mastr Aygn brahimova, Mastr Sevin Ahmedova Maarifcilerin Tarih Felsefesine Baklar: Bat ve Dou Tarihilii Kapsamnda Do. Dr. Qasmova Sevin & Mastr Cavid Mvsml Bir Tarihi Olarak Nideli Kad Ahmed Yrd. Do. Dr. Ali ERTURUL Tarihin levi Balamnda Tarihyazmnda Nesnellik Sorunsal zerine Dnceler Resul BABAOLU Aratrma ve Eitim Metodolojisi Asndan slam Tarihinin Tanm Snrlar ve Kaynaklar Yrd. Do. Dr. Mehmet MR Klasik Dnem Osmanl Tarih Yazcl Yrd. Do. Dr. Uur Kurtaran

Azerbaycan eitiminin gelimesinde Azerbaycan inceleyen toplumun rol (1920-1930 yllar )retim yesi Abidi Glnare Antik a Eitimi Do.Dr. Memmedova Metanet & Mastr.Zarife NezirliFeyziye MektebleriYrd. Do. Dr. Fahri KILI


1

Al Konumalar


2

The History Curriculum in Primary Schools in England: Opportunities and Challenges.

Prof. Penelope HARNETT

University of the West of England

Department of Education

Bristol, UK

I would like to thank the organizing committee of the

conference for inviting me here to speak at this conference.

Its always a joy to share experiences and research with

colleagues who are interested in history education; it is

through meeting together and sharing ideas that we all

move forward in our knowledge of history education and

how children develop their historical understanding.

In this presentation I would like to share with you some

thoughts on learning and teaching history in primary

schools in England. I will explain how the history

curriculum is organized in primary schools; discuss some

aspects of the curriculum content and share with you some

of the challenges for teaching history in primary schools in

England at the moment. The presentation will conclude

with some thoughts on a possible research agenda for

researching primary school childrens experience in

history.

Background context

Firstly I would like to provide a brief background as a

context for my presentation. The National Curriculum was

introduced in England following the Education Reform Act

in 1988. Prior to this Act there had been no nationally

determined curriculum in England and schools and

teachers had much more responsibility for deciding the

curriculum in their schools. The National Curriculum

identified different stages of schooling. At the primary

level; Key Stage-1 (children aged 5-7 years); Key Stage-2

(children 7-11 years). And at the secondary level, Key

Stage-3 (children 11-14 years) and Key Stage-4 (children

14-16 years). For each Key Stage there were specific

programmes of study to follow in different curriculum

areas and attainment targets to monitor and record

childrens progress in different subjects.

The history National Curriculum was introduced into state

schools in 1991. Since its introduction there have been two

revisions of the primary history curriculum in 1994 and

2000. When the coalition government was elected in 2010

it promised to introduce a number of education reforms

including the revision of the National Curriculum. After

intense debates which I will return to later in this

presentation, a new history curriculum is going to be

implemented in schools in September 2014.

The history National Curriculum identifies the historical

knowledge to be taught at different Key Stages and also

outlines a range of skills and concepts which children

should acquire. These include asking and answering

questions from a range of historical sources of information;

using different sources of information (such as artefacts,

photographs, paintings, maps, documents, buildings,

museums etc.) as evidence concerning what life was like in

the past; developing awareness of change and continuity;

causes and consequences and developing a chronological

framework of key events and periods of history. In

addition, children should also learn about how the past is

represented and interpreted in different ways. Active

learning is encouraged through children developing

historical enquiries and drawing conclusions about what

might have happened in the past. The history curriculum

is thus concerned with both what children learn and also

how they learn.

The above provides the background context for the

discussion which follows on childrens learning in primary

schools.

Learning history in primary schools. Key Stage 1

(5-7 years)

Although some educationalists expressed surprise that

children as young as five were to learn National

Curriculum history, our experience in England

demonstrates that children are capable of quite

sophisticated historical thinking even at this young age (see

for example Cooper, 2007; Harnett, 2007). Key Stage 1

teachers often use family histories and childrens own

personal histories as starting points. Children are

introduced to the idea of the past through looking at

pictures of when they were babies and before they came to

school. They are encouraged to talk about changes which

have occurred in their own lives and explain why they have

occurred. As they do this they become familiar with using

historical vocabulary such as now and then; past and

present; new and old; before and after all words which

are very important in communicating ideas about the past.

ilISHE 2014 Tam Metinler ISHE 2014 Proceedings

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3

Key Stage 1 children are also introduced to learning about

ways of life in the past and to consider ways in which lives

have changed and why. For example, sometimes parents

and grandparents are invited into school and children ask

them about what life was like when they were at school.

Children can then record the differences between their lives

and those of their parents and grandparents and try to

explain why there might be differences.

Moving further back in time to the nineteenth century, I

would like to share with you some of my thinking when I

wrote the childrens book, A Day in the Life of a Victorian

Child (Harnett, 1997). Although the story is fictional, I

wanted children to become aware of how we learn about

the past from the artefacts which have been left behind.

Consequently the book includes pictures of Victorian

artefacts and the pictures within the book illustrate how

they were used in context. Each picture in the book takes

an aspect of daily life which children are familiar with and

they can compare this with their own lives (Barkham, 2003;

Harnett, 2010).

Artefacts are important ways for children to learn about the

past. Feeling objects is particularly important for

captivating childrens interest and helping them to realize

that the objects which they hold belonged to people who

lived before them and who might have experienced very

different lives to those of their own. Artefacts also provide

opportunities for children to raise questions and to

speculate on how the artefacts might have been used. This

excerpt of 7 year olds talking about objects found in a

suitcase reveals some of the historical questions which they

raised and some of the comments they made about

Marjorie, their possible owner.

Childrens ideas about Marjorie

- Do you think it is a boy or a girl?

- It is just a girl because it has pretty things. (Drawing conclusions from the information and justifying a

conclusion)

- Oh look it has a diary I wonder if it has a name inside? (Raising a historical question to promote

further historical enquiry)

- What do you think she did? (Another historical question to promote further enquiries)

- Maybe she worked in a shop isnt that one of the jobs that people used to do? (Speculative language

use of the word maybe. Draws on existing historical

knowledge to support a hypothesis).

- Do you think that she was famous?

- Look at these gloves, do you think she would mind if we tried them on? (Awareness that working with a

real persons objects and empathy with the owner of

the objects would she mind if we tried them on?)

- Oh they are really lovely be careful though! (Care taken in handling historic objects).

- Look, here is an old book, it has a name in ... I cant read this the writing is really old but it begins with

the letter M. Miss can you help me read this name

Marjorie the suitcase belongs to Marjorie, but who

was she? (Draws conclusions about the name of the

owner from historical sources raises further

historical questions). (Harnett and Whitehouse 2013,

37-38).

Selecting historical content for Key Stage-1

At Key Stage 1, children are also expected to learn about

significant individuals and important events. Although

teachers may choose the events which their children learn

about, the events most frequently taught are; the Olympic

Games; Remembrance Day (November 11th) ; The Great

Fire of London in 1666 and the attempt by Guy Fawkes to

blow up the Houses of Parliament in 1605. This is a very

limited choice of events and we are hopeful when the new

history curriculum is introduced, teachers might widen

their choice of events.

Similarly the selection of significant individuals has been

limited and has included Isambard Kingdom Brunel, a

celebrated railway engineer, and Florence Nightingale who

worked as a nurse during the Crimea and whose museum I

believe you may visit in Istanbul. The new curriculum

provides a greater range significant people for young

children to learn about who celebrate a range of

achievements, for example, scientists, artists, inventors,

explorers and writers (DFE, 2013). Teachers are

encouraged to plan around a series of questions which help

children understand why particular individuals may be

remembered and how we know about their achievements.

In the following list we can see guidance for teachers to

help them plan a sequence of lessons relating to the

Moroccan explorer Ibn Battuta who travelled through

Turkey on his way to India in the fourteenth century

(Harnett, 2014)

- Who was Ibn Battuta and when did he live?

- What were the most important events in his life?

- What was society like at the time when he lived?

- What sources of information are useful to learning about Ibn Battuta?

- How should we remember Ibn Battuta and why?

The importance of play based activities at Key

Stage-1

Finally, before I leave discussion of learning at Key Stage

1, I would also like to draw attention to the importance of

play based activities to help make history come alive for

young children. In classroom play corners, young children

can take on the role of different people living in the past

and express different opinions and views about their lives.

One student I worked with investigated old toys and created

a toy museum in the classroom. Children played at being


4

curators, catalogued and wrote labels for the different toys

exhibited in the museum and showed visitors around. All

such play activities helped these children appreciate more

fully the role of museums and the work of curators

(Barnsdale-Paddock and Harnett, 2002).

Table 1

An Example of a Catalogue Entry for a Teddy Bear in the

Classroom Museum

Name/Artefact Teddy Bear

Old/New Very Old

Age 60 years

Does it move? It can move its arms and his legs

and his head

It is made of Straw and material

Information Not stitched he has one eye, he has

lost his fur.

Information He belonged to Miss Paddocks

Dad

Figure 1. An Example of One of the Labels Accompanying

the Toy Display

The curriculum for Key Stage 1 children remains very

similar to the first history National Curriculum introduced

in 1991. At Key Stage 2 however, they are much greater

differences.

Learning history in primary schools; Key Stage-2

(7-11 year olds)

There has been intense debate concerning the content of the

new history curriculum for older children. Reports from

Her Majestys Inspectors (HMI) indicate that few primary

children have a deep chronological understanding of the

past and a chronological framework where they can

correctly place different events and features of societies.

Instead HMI report that primary aged children have an

episodic understanding of the past; they know when a few

events occurred, but are not able to establish any

connections between them (Ofsted, 2011).

Linked with this is the concern that primary aged children

have limited knowledge of British history. Michael Gove,

the Secretary of State for Education has emphasized the

importance of all children learning the landmarks of British

history and the new History National Curriculum has a

strong focus on British history.

This emphasis on learning British history to foster a sense

of national identity resonates with many of the current

political debates being held in the United Kingdom at the

moment where issues concerning immigration; withdrawal

from the European Union; Scottish independence and

Welsh devolution are all high on the agenda. In addition,

the multicultural nature of British society does raise

questions concerning whose stories should we tell and what

history should be taught so that all children feel that history

is relevant to their lives.

Not all these issues are resolved in the new National

Curriculum which requires children to learn about the

history of Britain from the Stone Age, through the Bronze

and Iron Ages, the Roman, Anglo- Saxon and Viking

invasions to the mid-11th century. In addition, children are

expected to learn about an aspect or theme in British history

that extends their chronological knowledge beyond 1066.

This great concentration on learning early British history

may make it difficult for children from immigrant

backgrounds who have arrived in Britain within the last

hundred years to find their places in the British narrative of

events.

Learning about chronology

There is little evidence that children learn chronology by

being taught history in a chronological sequence. More

important, is the way that teachers teach children about the

past and help them to make connections between historical

knowledge which they already know and new information

( Hodkinson, 2004) A recent research study has compared

teachers views on teaching chronology in the United

Kingdom and in the Netherlands (M.J. De Groot-

Reuvekamp et al., 2014). The second stage of the study is

trialling effective strategies for teaching chronology which

are currently being evaluated and I am hoping that we will

be able to report on this in the future. This work is building

on the pioneering work of John West ( West, 1981) who

used to hang washing lines up in his classroom and use

clothes pegs to place pictures on his line, encouraging

children to explain the reasons for their ordering as they

moved the pictures around. Classroom timelines showing

important events and different features of society (e.g.

homes; transport; clothing etc.) are now becoming

important features in many primary school classrooms.

Selecting historical content for Key Stage-2

The National Curriculum also requires children to learn

about the history of their locality at both Key Stages 1 and

2. This is important since it encourages children to go

outside their classroom and to learn through fieldwork,

making observations of their environment; finding out

about different places and about people who lived in their

locality (Dixon and Hales, 2014) Old photographs of places

which children know can be compared with photographs

which children take on their field trips and children may

note similarities and difference in the photographs and

explain why they might occur. Old maps provide

opportunities for children to explore how places have been

represented and they can be compared with more recent

It is a very old toy. It is made from straw.

It is not cuddly. It belonged to Miss

Paddocks dad. It used to have fur. It has

holes. It has one eye.


5

maps and aerial photographs, Children may also learn

about people who lived in their locality in the past and their

achievements through looking at their housing, their places

of work and where they spent their leisure time.

The Key Stage 2 history curriculum requires children to

learn about an aspect of European history - and here the

focus is on the Ancient Greeks. Whilst children learn about

daily life in Ancient Greece there is also an emphasis on

the legacy of the Ancient Greeks in architecture for

example or in their contribution to science or political ideas

such as democracy.

In terms of world history, Key Stage 2 children are

expected to study one of the following ancient civilisations

- Ancient Egypt, Ancient Sumer, the Indus Valley or the

Shang dynasty of Ancient China. They are also required to

learn about non-European societies, early Islamic

civilisation, including the study of Baghdad, c.AD 900,

Mayan Civilisation c.AD 900 or Benin (West Africa) c.AD

900-1300.

The British, European and world history programmes of

study have a strong emphasis on archaeology. Children at

Key Stage 2 are able to draw conclusions from

archaeological remains and to speculate what life might

have been like at the time (see for example Primary History

51: 'Doing archaeology' with children) .However, the

concentration on archaeology does mean that many other

important sources of historical evidence which young

children would find fascinating are neglected.

Challenges in introducing the history National

Curriculum

The new history National Curriculum is going to be very

challenging for many primary school teachers who do not

have sufficient knowledge of the periods of history which

they are expected to teach at Key Stage 2. Few primary

teachers are trained history specialists and their limited

historical knowledge has been noted in many inspection

reports since the 1990s. The government however, has no

plans to provide professional development for teachers to

support the introduction of the new curriculum and no extra

resources are being allocated to ensure that there are

suitable learning and teaching materials. It will be

interesting to note the success of the implementation of the

history curriculum in the next few years.

Key principles for learning history

Throughout this presentation, I have emphasised the

importance of young children talking about the past and I

would like to explain why I believe talk is so important. In

their recent publication, Interthinking; the importance of

talk, Littleton and Mercer (2013) explain how interthinking

is an evolutionary development which occurs as people

recognise the value of arriving at joint decision making.

Talk may be analysed on three levels. Linguistically there

are different forms of talk; disputational, exploratory and

cumulative which involve learners in different roles and

interactions. On a psychological level talk may contribute

to shared thinking and courses of action. Culturally, the

context where talk occurs is also important and account

should be taken of opportunities for dialogue which are

created in the classroom.

These different levels provide a useful framework of

analysing history activities and childrens learning. They

raise questions such as:

What opportunities are there for different varieties of talk?

How are groups organised so that children can share ideas

and draw conclusions from their historical investigations?

Is the classroom context supportive for children to express

their ideas and feel that their ideas are valued?

Case studies which explore childrens talk in history

activities may thus be fruitful in providing data concerning

childrens historical knowledge and understanding. In

particular, research which illuminates how children make

sense and interpret different sources of historical

information as evidence of ways of life in the past would

be useful for practitioners planning their work with young

children and also researchers who are interested in

researching in what ways children develop their

understanding of the past.

Young children are confronted with information about the

past all the time through the media, films, story books,

conversations with family and friends and so on. As

educators we are responsible for ensuring that children

critically engage with these different representations and to

analyse why some of these representations may be more

valid than others. Recording ways in which children may

communicate their understanding of ways in which history

is represented through their talk, their writing, their role

play and so on, again will provide valuable insights into

how they learn history and provide a focus for future

research.

In this lecture I hope that I have provided you with a brief

overview of some of the developments within the history

curriculum in primary schools in England and some

avenues for further research. I hope that during the

conference we may be able to develop some of these ideas

more fully and look forward to hearing more about the

history curriculum in primary schools in Turkey and some

of the research which is being undertaken with primary

aged children.


6

References

Barkham, J., (2003) Book for the Literacy Hour. A Day

in the Life of a Victorian Child. Primary History. No 33,

pp 26-27

Barnsdale- Paddock, L., and Harnett, P., (2002)

Promoting Play in the Classroom: children as curators in a

classroom museum. Primary History, No 30, pp 19-21

Cooper, H., (2007) History 3- 11. A Guide for Teachers.

London, Fulton.

DFE (2013) National Curriculum in England; history

programmes of study. London, DFE.

https://www.gov.uk/government/publications/national-

curriculum-in-england-history-programmes-of-study

Dixon, l., and Hales, A., (2014) Bringing History Alive

through Local People and Places. London, Routledge.

M.J. De Groot-Reuvekamp, Carla Van Boxtel, Anje Ros

& Penelope Harnett,

Journal of Curriculum Studies (2014): The understanding

of historical time in the primary history curriculum in

England and the Netherlands, Journal of Curriculum

Studies, DOI: 10.1080/00220272.2013.869837. To link to

this article:

http://dx.doi.org/10.1080/00220272.2013.869837

Harnett, P., (1997) A Day in the Life of a Victorian Child.

Oxford, Heinemann.

Harnett, P., (2010). Why did you write it like a story

rather than just saying the information? Primary History

No 56 pp 16-18.

Harnett, P., (2007) Teaching Emotive and Controversial

History, The Historical Association, London.

http://www.history.org.uk/resources/primary_resource_11

40_7.html

Harnett, P., and Whitehouse, S., (2013) Investigating

Activities Using Sources. In Cooper, H., (Ed.) (2013)

Teaching History Creatively. London, Routledge.

Harnett, P., (2014) Teaching about significant individuals

at Key Stage 1. Primary History. No 66. Pp 33-40.

Hodkinson, A., (2004) Does the English Curriculum for

History and its Schemes of Work effectively promote

primary-aged childrens assimilation of the concepts of

historical time? Some observations based on current

research, Educational Research, Volume 46, Issue 2,

Littleton, K., and Mercer, N., (2013) Interthinking;

putting talk to work. London, Routledge.

Ofsted, (2011) History for All. History in English

Schools. 2007-2010. Manchester, Ofsted.

http://www.ofsted.gov.uk/resources/history-for-all

Primary History (2009): 'Doing archaeology' with

children. No 51.

West, J., (1981) Childrens Awareness of the Past.

Unpublished PhD Thesis. UNIVERSITY OF Keele.


http://dx.doi.org/10.1080/00220272.2013.869837http://www.history.org.uk/resources/primary_resource_1140_7.htmlhttp://www.history.org.uk/resources/primary_resource_1140_7.htmlhttp://www.tandfonline.com/loi/rere20?open=46#vol_46http://www.tandfonline.com/toc/rere20/46/2http://www.ofsted.gov.uk/resources/history-for-all

7

ngiltere'de lkretimde Tarih Dersi Mfredat: Frsatlar ve Zorluklar

Prof. Dr. Penelope HARNETT

West of England niversitesi

Bristol, ngiltere

Beni buraya, bu konferansta konumaya davet ettikleri iin

Organizasyon Komitesine teekkr etmek isterim. Tarih

eitimiyle ilgilenen meslektalarmla deneyim ve

aratrmalar paylamak her zaman mutluluk vericidir.

Birlikte yaplan toplantlar ve fikir paylamlar yoluyla

tarih eitimi ve ocuklarn tarihi anlamalarn nasl

gelitirecekleri hakkndaki bilgilerimizi ilerletebiliriz.

Bu sunumda ngiltere'deki ilkretimde tarih renimi ve

retimi hakknda baz fikirleri sizinle paylamak

istiyorum. lkretimde tarih dersi mfredatnn nasl

organize edildiini aklayacam. Mfredatn ieriinin

baz ynlerini tartacam ve u anda ngilteredeki

ilkretim okullarnda tarih retimindeki zorluklar

paylaacam. Bu sunum ilkretim ocuklarnn tarihteki

deneyimlerini aratrmak iin olas aratrma gndeminde

baz fikirlerle sonulanacaktr.

Altyap ierii

lk olarak sunumum iin ierik olarak ksa bir altyap

salamak istiyorum. Ulusal retim program 1988'de

ngiltere'deki Eitim reform hareketleriyle tanmland. Bu

reform hareketleri ncesinde ulusa kararlatrlm bir

Ulusal Mfredat program yoktu ve okullardaki mfredatn

kararlatrlmasnda retmenlerin ok fazla sorumluluu

bulunmaktayd. Ulusal Mfredat, eitimin farkl

kademelerinde tanmland. lkokul seviyesinde Key Stage-

1 (5-7 ya aras ocuklar), Key Stage-2 (7-11 ya aras

ocuklar). Ortaokul seviyesinde, Key Stage-3 (11-14 ya

aras ocuklar) ve Key Stage-4 (14-16 ya aras ocuklar)

bulunmaktadr. Her bir Key Stage iin farkl mfredatlarda

takip edilecek zel alma programlar vard ve kararlar

farkl konularda ocuklarn geliimini izlemeyi ve

kaydetmeyi hedeflerdi.

Tarih dersi Ulusal Mfredata 1991de devlet okullarnda

tanmland. Tanmlama yapldndan beri ilkretim tarih

mfredatnda 1994 ve 2000 yllarnda olmak zere 2 kez

revize edilmitir. 2010 ylnda Koalisyon hkmeti

seildiinde Ulusal Mfredat'n revizyonunu ieren eitim

reformlarn bir madde olarak tanmlayaca szn

vermiti. Sunumumda daha sonra geri dneceim bu youn

tartmalar sonrasnda, yeni bir tarih mfredat Eyll

2014'te uygulamaya geirilecektir.

Tarih dersinin Ulusal Mfredat farkl Key Stagelerde

retilen tarih bilgilerini tanmlar ve ayrca ocuklara

kazandrlmas gereken bir dizi kabiliyetlerin ve

kavramlarn ana hatlarn izer. Bunlar gemiteki hayatn

nasl olduuna dair kant olarak bilgilerin tarihi

kaynaklarnn eitlerinden soru sormay ve sorulara cevap

vermeyi ierir; bilginin farkl kaynaklarn kullanarak

(rnein; ilk sanat eserleri, fotoraflar, resimler, haritalar,

belgeler, binalar, mzeler vs.) soru sorma, sorulara cevap

verme; deiimin ve devamlln farkndaln gelitirme;

nedenler ve sonular ve kritik olaylarn ve tarih

dnemlerinin kronolojik ereve gelitirmesi. Ek olarak

ocuklarn gemiin nasl sunulduunu ve yorumlandn

renmesi gerekir. Aktif renme gemite neler

olabilecei hakknda sonuca varma ve tarihsel aratrmalar

gelitirme yoluyla ocuklar cesaretlendirir. Tarih

mfredat ocuklarn ne rendikleri ve nasl rendikleri

ile bu lde ilikilendirilir.

Yukarda bahsedilenler ilkretimde ocuklarn

renmelerinde izlenilen tartmalar iin altyap ieriini

belirler.

lkretimde tarih renimi: Key Stage-1 (5-7 ya)

Baz eitimcilerin tarih dersi Ulusal mfredatnn

ocuklarda 5 yanda olmasnn srpriz olduunu ifade

etmelerine ramen, ngiltere'deki deneyimlerimiz,

ocuklarn bu yata bile tarihi dnme kapasitelerinde

gelimilii ispatlamaktadr. (rnek olarak Cooper 2007;

Harnett,2007'ye baknz). Key Stage 1 retmenleri sk sk

aile tarihlerini ve ocuklarn kendi kiisel tarihlerini

balama noktas olarak kullanr. ocuklar bebeklik ve okul

ncesi fotoraflarna bakmalar yoluyla gemi hakkndaki

fikirle tantrlrlar. Onlar hayatlarndaki hangi

deiikliklerin gerekletii hakknda konumaya ve neden

gerekletii hakknda aklama yapmaya

cesaretlendirilirler. Onlar bunu yaparken imdi ve sonra;

gemi ve u anda; yeni ve eski; nce ve sonra- gemile

ilgili iletiimde ok nemli olan tm kelimeleri alarak

tarihsel kelime hazineleri olarak kullanarak benzerlikler

oluur.

Key Stage 1 ocuklar gemiteki hayatlarn ve hangi

hayatlarn deitiini ve sebeplerini hesaba katma

yollaryla tantrlrlar. rnein, bazen ebeveynler ve dede

ilISHE 2014 Tam Metinler ISHE 2014 Proceedings

8

ve nineler okullara davet edilir ve ocuklar onlara onlar

okuldayken hayatlarnn nasl olduu hakknda sorular

sorarlar. ocuklar kendi hayatlar ve onlarn,

ebeveynlerinin ve nine ve dedelerinin hayatlar arasnda

farklar kaydederler ve neden farkllklarn olutuunu

aklamaya alrlar.

19. yzyla geri dnerek, ocuk kitab olan, A Day in the

Life of a Victorian Child (Viktorya Dnemi ocuklarnn

Hayatnda Bir Gn) (Harnett, 1997) adl kitabm

yazdmdaki baz fikirlerimi sizinle paylamak isterim.

Hayali bir hikye olmasna ramen, ocuklarmzn

braktmz sanat eserlerinden gemii nasl

rendiimizin farknda olmalarn istedim. Bu nedenle

kitap Viktorya dnemine ait sanat eserlerinin resimlerini ve

kitaptaki resimlerin ierikte nasl tasvir edildiini ierir.

Kitaptaki her bir resim ocuklarn kendi hayatlaryla

benzer ve karlatrabilecei bir gnlk hayat bak asna

gtrr. (Barkham, 2003; Harnett,2010)

Sanat eserleri ocuklarn gemii renmeleri ile ilgili en

nemli yntemlerdendir. Bilhassa objeleri hissetmek

ocuklarn ilgilerini cezbetmek iin ve tuttuklar nesnelerin

gemite yaam insanlara ve kendilerinden ok farkl

yaamlar olan insanlara ait olduunun farkna varmalarna

yardmc olmak iin nemlidir. Sanat eserleri ayrca

ocuklarn soru retmelerine ve sanat eserlerinin nasl

kullanldklarna dair tahminde bulunmalarna frsat salar.

Bir valizde objeler bulan 7 yasndaki bir ocuun

konumasndan alnt yaparak onun muhtemel soyad

sahibi olan Marjorie hakknda baz tarihsel sorular ve

yorumlar ortaya kard.

ocuklarn Marjorie hakkndaki grleri

- Onun kz m yoksa erkek mi olduunu dnyorsunuz?

- Ho eylere sahip olduu iin o bir kzdr. (Taslak bilgiden sonu karr ve sonu dorulanr)

- Bak, o bir gnlk inde bir isim olup olmadn merak ediyorum? (Tarihsel bir soru soru gndeme

getirmek ve tarihsel soruturma gelitirmek.)

- Onun ne yaptn dnyorsun? (Soruturmalar gelitiren baka bir soru)

- Belki bir maazada alyor nsanlarn alkn olduu ilerden biri deil mi? (pheli dil-belki

kelimenin kullanm. Bir hipotezi desteklemek iin

tarihi bilginin varlndan yararlanr).

- Onun nl olduunu dnyor musun?

- u eldivenlere bir bak, eer biz onlar deneseydik o bunu umursar myd? (Farkndalk gerek kiinin

objeleriyle ve objelerin sahiplerinin empatisiyle

alma onlar deneseydik umursar myd?

- Oh- onlar gerekten ok sevimli - Dikkatli et! (Tarihi objelerin elle tutulmas srasnda dikkatli

olunur).

- Bak. Burada eski bir kitap var, Onun ad Bunu okuyamyorum - yaz gerekten ok eski ama o M

harfiyle balyor. Bayan bu ismi okumama yardm

edebilir misiniz Marjorie-valiz Marjorieye ait,

ama o kimdi? (Tarihi kaynaklardan sahibin ismiyle

balantlar kurar- tarihsel sorularla gelitirir).

(Harnett & Whitehouse, 2013; 37-38).

Key Stage - 1 iin tarihsel ierik seimi

Key Stage 1 de, ocuklarn nemli kiiler ve nemli olaylar

hakknda bilgi sahibi olmas beklenir. Buna ramen

retmenler ocuklarn bilgi sahibi olaca olaylar

seebilir, sklkla retilen olaylar; Olimpiyat Oyunlar,

Anma Gn (11 Kasm); 1666da Londradaki Byk

Yangn ve 1605teki Parlamento Binalarnn Guy Fawkes

tarafndan havaya uurulma teebbsdr. Bu ok kstl

olaylarn seimidir ve yeni tarih mfredat tanmlandnda

retmenlerin olaylarn seimlerinin geniletileceinden

umutluyuz.

Benzer olarak nemli kiilerin seimleri de kstldr.

Isambarda Kingdom Brunel, kutsanm demiryolu

mhendisi ve stanbulda gezeceinize inandm mzesi

olan Krm zamannda hemire olarak alan Florence

Nightingaledir. Yeni mfredat kk ocuklar iin

baarlarn sras takdir edilen, rnein bilim adamlar,

sanatlar, mucitler, kifler ve yazarlar daha nem sras

yksek kiileri nem sras daha yksek olmasna olanak

salar. (DFE 2013) retmenler neden belirli kiilerin

hatrlandn ve onlarn baarlar hakknda nasl bilgi

sahibi olduumuzu ocuklarn anlamasna yardmc olacak

soru dizilerinin planlanmasnda cesaretlendirilirler. Takip

edilen listede 14. Yzylda Trkiye zerinden Hindistana

seyahate den Fasl kif bn-i Batuta ile ilgili birbirini

takip eden dersleri planlamas iin retmenler iin rehber

bulabiliriz. (Harnett,2014)

- bn-i Batuta kimdr ve nerede yaad? - Onun hayatndaki en nemli olay neydi? - Onun yaad anda toplum nasld? - Hangi bilgi kaynaklar Ibn Battatu hakknda bilgi

sahibi olmak iin faydaldr?

- bn-i Batuta hakknda neyi ve neden hatrlamamz gerekir?

Key Stage-1deki oyun bazl aktivitelerin nemi

Sonu olarak Key Stage 1 deki renme tartmasn

brakrken, oyun bazl aktivitelerin kk ocuklar iin

tarihi canlandrmann yaplmasna yardm etmesinin

nemine dikkati ekmek istiyorum. Snfta oyun

kelerinde, gemite yaam farkl kiilerin hayatlar ve

onlarn hayatlar hakkndaki bak alar ve farkl fikirlerin

dile getirilmesinde kk ocuklar rol alabilirler. Birlikte

altm bir renci eski oyuncaklar inceledi ve snfta

bir oyuncak mzesi yaratt. ocuklar mze mdrn

oynadlar, katalog oluturdular ve farkl oyuncaklar iin

etiketler yazdlar ve mzede sergilediler, ziyaretilere

etraf gsterdiler. Tm bu oyun aktiviteleri bu ocuklarn

mzelerin ve mdrlerin ilerinin daha ok takdir


9

edilmesine yardmc oldu. (Barnsdale-Paddock and

Harnett, 2002).

Tablo 1

Snf Mzesindeki Ayck in Bir Katalog Girii rnei

sim/ Sanat eseri Ayck

Eski / Yeni ok eski

Ya 60 yanda

Hareket eder mi? Kollar, ayaklar ve ba hareket

edebilir

.dan yaplr. Saman ve bez

Bilgi Dikisiz, tek gz var, krk

yok.

Bilgi Bayan Paddockun babasna

aittir.

ekil 1. Oyuncan Grnmnde Elik Eden Etiketlerden

Birinin rnei

Key Stage 1 ocuklar iin mfredat 1991 de tanmlanan ilk

tarih dersi Ulusal Mfredatna ok benzer devam

etmektedir.

lkretim okullarnda Tarih dersi renimi; Key

Stage 2 (7-11 ya)

Daha byk ocuklar iin yeni tarih mfredatnn ieriine

ilikin ar tartmalar oldu. Majestelerinin

mfettilerinden (HMI) alnan raporlar, az sayda ilkokul

rencisinin, gemiin derin kronolojik yapy anlamasna

ve farkl olaylar, simalar ve toplumlarn kronolojik yapya

doruca yerletirilebilmesine sahip olduunu bildirir. HMI

raporlar yerine ilkokul yandaki ocuklarn blmlerden

olumu gemii anlama yetisinin olduudur; onlar bir ka

olayn olduunu bilirler ancak birbirleri arasnda hibir

balant kuramazlar (Ofsted,2011).

Buna bal olarak lkokul andaki ocuklarn ngiltere

tarihi bilgisi snrldr. Michael Gove, Eitim Bakan tm

ocuklarn ngiltere tarihinin dnm noktalarnn

renmelerinin ve Yeni tarih dersi Ulusal mfredatnn

ngiltere tarihinin zerinde gl olarak odaklanmasnn

nemini vurgulamaktadr.

Ulusal kimlik anlayn tevik etmek iin ngiliz tarihini

renmek bu vurgu zerinde nemlidir ve ngiltere'de u

anda yaplan gncel siyasi tartmalar ile yanklanr.

Gmenlik, Avrupa Birlii'nden ekilme, sko

bamszlk ve Galli gerileme ile ilgili meseleler de ok

nemli konulardr. Ayrca, ngiliz toplumunun okkltrl

yaps da sorunlar ortaya karr. Tm ocuklar onlarn

hayatlarnda tarihin nemli olduunu hissetsinler diye

anlatlan hikyelerle ilgili sorular ve ne Tarihi

retilmelidir ile ilgili sorular ortaya karlmaldr.

Tm bu sorular, yeni Ulusal mfredat ile zmlenemiyor.

Yeni Ulusal mfredatn ocuklara ta devrinden

11..yzyln ortalarnda Roma, Anglo - Sakson ve Viking

istilalar, Ta a, Bronz ve Demir a iinde olan

Britanya tarihi hakknda bilgi edinilmesini gerektirir.

Ayrca, ocuklar 1066 tesine uzanan ngiliz tarihinin

kronolojik sralamasn renmek iin bekliyorlar. Son

yzyl iinde ngiltere'ye kkenden gmen olarak gelen

ocuklar iin eski ngiliz tarihini renmek zor olabilir.

ngiliz olaylarnn hikyesini onlarn hayatnda ve

tarihlerinde bulunmas gerektiini syleyebiliriz.

Kronolojik renme

ocuklarn tarihsel kronolojiyi bir sra halinde rendiine

dair ok az kant vardr. Daha da nemlisi, retmenler,

ocuklara nasl bir ekilde tarihi reteceklerini ve yeni

bilgi ile daha nce bilinen tarihsel bilgi arasnda balant

kurmada onlara yardm etmelidir (Hodkinson, 2004). Yeni

bir aratrmada ngilterede ve Hollandada retmenlerin

tarihsel kronolojiyi retmeleri zerindeki grleri

karlatrld (M.J. De Groot-Reuvekamp et al., 2014).

kinci alma aamasnda kronolojik retim iin u anda

deerlendirilen etkili stratejiler test ediliyor. Gelecekte bu

konuda rapor sunabileceimi umuyorum. Bu almas

John Westn nclk almalarna katkda bulunur. (Bat,

1981) John West daha nce snfta amar ipine giysilerini

asard ve mandallar kullanarak ipin zerine resimlerini

koyard. Bu ekilde onlarn dzenleme nedenlerini ve ayn

zamanda niin resimlerin hareket ettiini ocuklara

aklatmaya tevik ederdi. Snf zaman izelgelerini,

nemli olaylar ve farkl toplum zelliklerini gsteren

yaynlar (rnein evler; tama; giyim vb) imdi birok

ilkokul snflarnda bulunmaktadr.

Key Stage 2 iin tarihsel ierik seme

Ulusal Mfredat, ocuklarn yredeki tarihi, anahtar

aamalar 1 ve 2 ye gre renmelerini gerektirir. Bu

nemlidir nk ocuklar kendi snfnn dna gitmesi,

saha almalarn renmesi ve kendi ortamlarnda gzlem

yapmas bir yana, farkl yerlerdeki ve kendi yresindeki

yaayan insanlar hakknda bilgi edinmesini tevik eder.

(Dixon ve Hales, 2014) ocuklar eski bildii yerlerden

olan fotoraflar ve onlarn gezilerden ald fotoraflar

karlatrlabilir ve fotoraflardaki benzerlikleri ve

farkllklar anlayabilirler ve neden farkllklarn olduunu

ortaya karabilirler. Eski haritalar ocuklarn kefedilmi

yerlerde frsatlarn nasl temsil edildiini fark etmelerini

salar ve daha yeni haritalarla, hava fotoraflar ile

karlatrabilirler. ocuklar da gemite yerellik iinde

yaayan insanlarn evlerini ve onlarn alma alanlarn ve

onlarn bo zamanlarn nerede geirdiini inceleyerek,

gemite yerellik iinde yaayan insanlar ve onlarn

baarlarn renebilirler.

ok eski bir oyuncaktr. Samandan

yaplmtr. Yumuak deildir. Bayan

Paddockun babasna aitti. Eskiden

krk vard. zerinde delikler ve tek bir

gz var.


10

Anahtar aama 2 tarih mfredatnn, ocuklarn Avrupa

tarihini bir yn hakknda bilgi edinmesi ve Antik Yunan

zerine odaklanmas iin gerekir. ocuklar Antik

Yunanistan'n gnlk yaamn reniyorlar. rnein

Antik Yunan miras zerinde olan Yunan mimarisinin ve

onlarn bilime katkda bulunmalarn veya demokrasi gibi

siyasi fikirlerinin renilmesi vurgulanr.

Dnya tarihi asndan Anahtar aama 2, ocuklardan

aadaki antik uygarlklardan birinin almasn

bekleniyor - Antik Msr, Antik Smer, Indus Vadisi veya

Antik in Shang Hanedan. Ayrca onlarn Avrupal

olmayan toplumlar ve Erken slam Uygarln renmeleri

gerekir. Badat almas, M.S 900, Maya Uygarl M.

900 ya da Selim (Bat Afrika) M. 900-1300 bu

almalara dahil olmak zeredir.

ngiltere, Avrupa ve dnya tarihinin Arkeolojik alma

programlar zerinde gl bir vurgusu vardr. Anahtar

aama 2de ocuklar arkeolojik kalntlardan baz sonular

karabilirler ve o zamanki hayatn ne olabileceini

tartabilirler. (rnein birincil tarih 51 bkz: ' ocuklar ile

Arkeolojik alma yapyorlar').

Ancak, kk ocuklarn arkeolojik almalar zerinde

byleyici bulduu birok nemli tarihsel kant kaynaklar

ihmal edilmi demektir.

Ulusal tarih mfredat hazrlanmasnda yaanan

zorluklar

Yeni Ulusal Tarih Mfredat, anahtar aama 2 de beklenen,

gemi dnemlerde yeterli bilgiye sahip olmayan birok

lkretim Okulu retmenleri iin ok zorlu olacak.

1990'lardan beri birok denetim raporlarna gre birka

ilkretim retmeni tarihi uzman olarak eitim almtr ve

onlarn tarihsel bilgilerinin snrl olduuna dikkat

ekmitir. Ancak, retmenlerin yeni mfredat giriini

desteklemeleri iin devlet mesleinin geliimini salama

planlar yoktu. Uygun eitim ve retim materyalleri

salamak iin ekstra kaynaklar harcama frsat olmadn

sylerler. nmzdeki birka yl iinde tarih mfredatnn

uygulamasnn baar notu ilgin olacaktr.

Tarihi renmek iin temel ilkeler

Bu sunum sresince kk ocuklarn gemii hakknda

konumann nemini vurgulamtm ve konumann niin

bu kadar nemli olduuna inanmamn nedenini aklamak

istiyorum. Littleton ve Mercer (2013) Konuarak Dn

(Interthinking); konumann nemi adl eserlerinde

Konuarak Dnmenin insanlarn ortak karar almann

deerini anladklarnda ortaya kan evrimsel bir geliim

olduunu aklarlar. Konuma dzeyde analiz edilebilir.

Dilsel olarak farkl konuma formlar vardr; tartma, keif

ve kmlatif. Kmlatif, renciler farkl roller ve

etkileimler ierir anlamna gelir. Psikolojik dzeyde

konuma, paylalan dnce ve eylem ynleri bu

etkileime katkda bulunabilir. Kltrel olarak, konuma

olutuu balamda nemlidir ve snfta diyalog oluturmak

iin frsatlar edinilmelidir.

Bu farkl dzeyler gemi faaliyetlerin analizi ve

ocuklarn renmesi iin yararl bir ereve salar. Onlar

u gibi sorular ortaya koyar:

Her farkl konuma eitleri iin nasl frsatlar vardr?

ocuklar fikirlerini paylaabilsinler ve tarihsel

aratrmalardan sonular karabilsinler diye nasl gruplar

organize edilir?

Snf balamnda fikirlerini ifade etmek ve fikirlerini

deerli hissetmek ocuklar iin destek oluyor mu?

Vaka almalarnda ocuklarn tarihi etkinliklerin

incelenmesine gre ocuklarn tarihsel bilgi ve anlay

bilgiyi salayarak verimli olabilir mi?

ocuklar mantksal ve tarihsel bilgiyi farkl kaynaklardan

yorumlayarak nasl aydnlatc bir aratrma

oluturabilirler?

Bu aratrma, zellikle kk ocuklar ile planlama

almalarn yapan uygulayclar iin ve ocuklarn

gemite anlaylarn nasl gelitirecekleri ile ilgilenen

aratrmaclar iin, yararl olacaktr.

Kk ocuklar, her zaman medya, filmler, hikye

kitaplar, aile ve arkadalar ile konumalar araclyla

gemi bilgi ile kar karya kalyorlar. Eitimciler,

ocuklarn farkl temsilciliklerle eletirel olarak

ilgilenmeleri ve baz temsilcilikleri dierlerinden daha

geerli ekilde analiz etmelerini salamakla sorumludur.

ocuklarn konumas, onlarn yazmas, onlarn rolleri

araclyla, ocuklarn tarih anlaylar ile iletiim

kurabilir ve iletiimleri kaydederek o ekilde ocuklarn

gemii nasl rendiklerine dair deerli bilgileri salar

hem de gelecekteki aratrmalar iin bir odak noktas

salar.

Bu konumada ngilteredeki ilkretim okullarnda tarih

mfredat iinde baz gelimeleri ieriyor. lerde daha fazla

aratrma yapmak iin baz yollar saladn umuyorum.

Umarm konferans srasnda bu fikirleri daha da

gelitirebiliriz. Ayrca Trkiye'deki ilkretim okullarnda

tarih mfredatnn kk ocuklarn, baz aratrmalarda

daha fazla duymay bekliyoruz.


11

Kaynaka

Barkham, J., (2003) Book for the Literacy Hour. A Day

in the Life of a Victorian Child. Primary History. No 33,

pp 26-27

Barnsdale- Paddock, L., and Harnett, P., (2002)

Promoting Play in the Classroom: children as curators in a

classroom museum. Primary History, No 30, pp 19-21

Cooper, H., (2007) History 3- 11. A Guide for Teachers.

London, Fulton.

DFE (2013) National Curriculum in England; history

programmes of study. London, DFE.

https://www.gov.uk/government/publications/national-

curriculum-in-england-history-programmes-of-study

Dixon, l., and Hales, A., (2014) Bringing History Alive

through Local People and Places. London, Routledge.

M.J. De Groot-Reuvekamp, Carla Van Boxtel, Anje Ros

& Penelope Harnett,

Journal of Curriculum Studies (2014): The understanding

of historical time in the primary history curriculum in

England and the Netherlands, Journal of Curriculum

Studies, DOI: 10.1080/00220272.2013.869837. To link to

this article:

http://dx.doi.org/10.1080/00220272.2013.869837

Harnett, P., (1997) A Day in the Life of a Victorian Child.

Oxford, Heinemann.

Harnett, P., (2010). Why did you write it like a story

rather than just saying the information? Primary History

No 56 pp 16-18.

Harnett, P., (2007) Teaching Emotive and Controversial

History, The Historical Association, London.

http://www.history.org.uk/resources/primary_resource_11

40_7.html

Harnett, P., and Whitehouse, S., (2013) Investigating

Activities Using Sources. In Cooper, H., (Ed.) (2013)

Teaching History Creatively. London, Routledge.

Harnett, P., (2014) Teaching about significant individuals

at Key Stage 1. Primary History. No 66. Pp 33-40.

Hodkinson, A., (2004) Does the English Curriculum for

History and its Schemes of Work effectively promote

primary-aged childrens assimilation of the concepts of

historical time? Some observations based on current

research, Educational Research, Volume 46, Issue 2,

Littleton, K., and Mercer, N., (2013) Interthinking;

putting talk to work. London, Routledge.

Ofsted, (2011) History for All. History in English

Schools. 2007-2010. Manchester, Ofsted.

http://www.ofsted.gov.uk/resources/history-for-all

Primary History (2009): 'Doing archaeology' with

children. No 51.

West, J., (1981) Childrens Awareness of the Past.

Unpublished PhD Thesis. UNIVERSITY OF Keele.


http://dx.doi.org/10.1080/00220272.2013.869837http://www.history.org.uk/resources/primary_resource_1140_7.htmlhttp://www.history.org.uk/resources/primary_resource_1140_7.htmlhttp://www.tandfonline.com/loi/rere20?open=46#vol_46http://www.tandfonline.com/toc/rere20/46/2http://www.ofsted.gov.uk/resources/history-for-all

12

Our Island Story: Refocusing the History Curriculum in England

Dr. Dean SMART

History and Citizenship Education

University of the West of England

Bristol, UK

Colleagues, first let me begin by thanking you for the

invitation to speak at this event.

It is always a pleasure to talk to Turkish History educators,

and hear of your enthusiasm for your national history, for

pedagogic approaches that will appeal to young people and

which will broaden their skills and deepen their knowledge,

and your appreciation of history that helps young people

understand the present through the lens of the past.

Only people who do not really understand History think

that it is a fixed body of knowledge with a single

interpretation. We know that the past is complex, is

difficult to interpret, and that making sense of the past can

be challenging. We also know that history matters: to

politicians, to the public and to our sense of nation and of

identity. Today I want to begin by contextualising the

situation in the secondary school curriculum in England,

building on what Professor Harnett has said, and also

explore change in the curriculum in England, and show the

importance of adopting a curriculum which is inclusive and

which goes beyond the nation and the national.

The schooling system in England

England, Scotland, Wales and Northern Ireland and Wales

are separate countries joined together within the federation

called the United Kingdom, with separate administrations

in each national capital, and their own education systems.

The Westminster parliament legislates and creates policy

for England and its just under sixty million people and

seven thousand state secondary schools. With 93% of

Englands children in state schools the minister responsible

for education has considerable power in an increasingly

centralised system. The recent introduction of Free Schools

has been an interesting experiment in increasing different

models of school system, with the stated aim of

empowering local communities and special interest groups

to set up state funded schools without any requirement to

follow a National Curriculum. This is one of a number of

interesting paradoxes and contradictions in education

policy in England currently- we have a National

Curriculum, but the Minister wants all schools to be

academies or Free Schools, and therefore not subject to the

National Curriculum.

The British schooling system has traditionally been based

on community schools, operated using state money and

controlled by local education authorities which had local

accountability and which took an overview of provision

of school places and had a key quality assurance role.

Community schools might be based on any of the

following models:

Figure 1. Types of State School in England and Wales

There are, then, a range of different types of state school

structure in England, but in fact the vast majority of

schools carry many similarities. The overwhelming model

is for community schools, with mixed gender intakes,

usually secular in terms of influence, with governing

bodies elected from parents and the community and some

staff representation. Classes may be in ability groupings,

or taught in mixed ability groups, a small range of subjects


National

Curriculum

Yearpupil

A-e

2 Playgroups far the under 4s

3 Then Nursery School

4 R

Primary5 Infant Y1

Primary6 gr First Y2School

nSchool SchoolJunior School

C4

g '5

11 Y7

Secondary Schools Middle12 YB

Which might be colled: School13 YS

An iflsflflSFTiy. Cc-'iprtricruivE High or

Srcmmor, Secondary Moem Upper tf14 Y10

Upper15 YllSpecialist school, cue which might 90 to

age 3 6 or age ia- SchoolID

'Further Education Colleges' also e>: :t in

some areas n&rthe 17-1E+ age rar;e

and adult education

17 Y12

IS Y13

Pupils can leave schoolirg aged 16 or contirue to study.

13

are compulsory at examination level: English,

mathematics, Science, Physical Education and a study of

world religions sit alongside a requirement to teach about

personal and health education.

At age fourteen schools offer the chance to opt to continue

or to drop some subjects: History, Geography, Music, Art,

Technology, and Foreign Languages. Around 30%

continue with a study of History, a figure that has

remained fairly constant over time and which reflects the

continuing popularity of History as other subjects and

vocational courses compete for pupils attention. Despite

some commentators claims that the school subject of

History is in crisis, is falling dramatically in uptake and

few pupils know much history (Ferguson) this is not true

(Ofsted).

History in Danger?

It was true in the late 1960s, when Marjorie Reeves article

History in Danger shocked the History education

community into considering why history was then failing

to catch the imagination and interest of many young people.

At that point uptake at examination levels was plummeting,

although by the early 1970s research into childrens

understanding of history and innovative approaches to the

curriculum began to transform how History teaching and

learning was regarded. The New History, as it became

known, presented the case that understanding History as a

subject discipline required an attempt to engage with some

of the raw material of history: evidence and the

accompanying analysis. Dry national history, locked in the

agricultural and industrial revolutions and wars of Empire

and conquest gave way to modern world history as one

examination option and to the Schools History Projects

(SHP) as the principle alternative. The most influential

development was the SHP, with its attempt to focus on

different approaches to historical understanding:

studies in development over extended periods of time,

studies in depth- short periods where change was rapid;

local studies focused on how the immediate community has developed over time and interacted

with regional, national and international events;

and,

modern world history examining major world issues or historical events.

SHP History also developed a very strong focus on first and

second order concepts in history, and a strong classroom

based research where childrens historical thinking was

studied and explored as an informing process in gaining a

greater understanding of the nature of History.

However, the rise of these new syllabuses has meant that the

traditional British Social and Economic history declined

rapidly- with traditional content and fact-dense learning

seen as largely dull and irrelevant by pupils, and rejected by

many teachers as being a flawed and received narrative that

reflected past values and failed to recognise multi-

perspectivity.

On the other hand critics of the New History have

commented that the focus on skills and concepts meant a

neglecting of factual recall and of the national story, and that

has weakened the national sense of pride in British History.

History Wars

In many ways this debate summarises the schism not only

between traditional and new history, but also between

educators who feel that history education should be broad,

balanced and politically neutral and some politicians who

see school history as a tool to create a sense of shared and

proud identity and who believe that History is vital in

creating patriotism amongst the young.

The debate about the nature and purpose of school history

has continued to rumble on over thirty to forty years,

occasionally surfacing for heated debate in the wider public

domain, and then causing a burst of polarised debate. In

England we currently have a coalition administration, and

an Education Minister who has publically promised that he

will ensure that more of Our island story will be taught

about in schools. As a result he has used his period in office

to reshape the National Curriculum and the examination

system, moves which have all been highly contested.

Despite heated debate about the nature and content of school

history September 2014 will see the introduction of the fifth

version of the National Curriculum in England which is

highly contested, and which many teachers see as somewhat

narrow and old fashioned in tone and content. Such a

concern about history as a way to preserve national identity

is found elsewhere: Cajani and Ross (2007) show that

History is a highly contested body of knowledge- not usually

the basic facts, but the interpretation and emphasis. From

Japan to California there are History Wars about what

emphasis ought to be placed on the content of the

curriculum. This positioning of school history as a tool for

patriotism presents some interesting challenges- what is

taught is not necessarily what is learnt, and not all pupils will

identify with a received story, especially if the narratives

they encounter elsewhere challenge and contradict or stand

in contrast to this positionality.

Many curriculum choices are difficult. Nation states have

to balance local, national, regional and global histories, and

decide how far to favour knowledge or skills and concepts

in secondary schools. The paper of my colleague, Professor

Penelope Harnett shows how change is also being brought

to the History curriculum for the Primary age range, where

an increase in content coverage is expected, but without

any suggestion of increased teacher training, resources or

time for the study of history: all of which present their own

difficulties as Professor Harnett indicates. Change also

presents opportunities, and teachers have the choice to

complain about the pressure they are under or find a way to

be creative, innovative and flexible, and to seize the agenda

to make a workable schema which allows adaptation to


14

local need and a balanced and broad coverage, and a

recognition that multi-perspectivity is key in securing the

values of tolerance and mutual respect and understanding

that the historical record can be fragmentary and flawed,

imperfect and biased.

In Englands state secondary schools and average of about

an hour to an hour and a half is available for the teaching

of history each week. There is a free market of textbooks-

with no government control, and the introduction of the

National Curriculum since 1988s Education Reform Act

has meant a broad outline of mainly British History content

rather than lots of testable detail. There is no national

testing of the History National Curriculum in England or in

Wales, both of which have their own entirely separate

curriculum documentation.

When the curriculum was first introduced a Conservative

Government wanted to standardise what was taught in state

schools. Independent experts, carefully chosen by

Ministers, shaped curriculum proposals and in the case of

History produced a balance between the new history

approach of a skills and concepts centred history

curriculum and a chronological coverage of the main

outline of periods in British History. From the very outset

the History curriculum in England was dominated by an

emphasis on British History, but accompanying this was a

central reliance on teaching historical skills and concepts.

Ministers were somewhat surprised, expecting more

reliance on a single narrative of what they saw as facts

telling the story of Britains rise to world power status, and

there was some direct intervention to amend the

recommended content in line with the ruling governments

notion of History as a subject. However, the influence of

new history approaches had been so significant in the

examination syllabuses for History and the development of

classroom practice, the resources available for the

classroom and the approach to assessment that the

curriculum launch in 1990 reflected a strongly skills and

concepts based approach to teaching and learning.

Phillips argues that the initial intention of the National

Curriculum had been overly ambitious, and almost

immediately it was necessary to begin to revise each

subject to reduce content overload, resource demands and

to cut assessment expectations, indeed each of the four

versions of the History National Curriculum in England

have slimmed content and reduced requirements. The

newest version, about to become mandatory this September

was praised by the right wing media as a triumph for the

Education Minister and his government- but does it really

restore British History to the curriculum, and would this

be a good thing if it did?

The History National Curriculum: Change or

Continuity?

By the mid-1980s the then Conservative Government had

wanted to extend accountability in schools, and proposed a

National Curriculum for each area of the primary and

secondary school curriculum. As Professor Harnetts paper

has shown the Primary School Curriculum has been revised

twice since its inception, whereas the secondary school

curriculum is about to enter its fifth version.

The content of each version of the History National

Curriculum in England has focused heavily on British

History for the content, largely meaning English History,

from the Norman conquest of 1066 onwards. If we compare

what was required in terms of content in the History

curriculum in England we can see the following

compulsory content-

Figure 2. Curriculum Content Versions 1 and 5

National

Curriculum

Requirements

Versions 1-4

National Curriculum

Requirements

Version 5

British History

1066 - 1485

the development of Church, state

and society in Medieval Britain

1066-1509 1485 - 1750 the development of Church, state

and society in Britain 1509-1745

1750 - 1900 ideas, political power, industry

and empire: Britain, 1745-1901

1900 Present

(Including a study

of the Holocaust)

challenges for Britain, Europe

and the wider world 1901 to the

present day

(Including a study of the

Holocaust)

A local study A local study

British history from before 1066

A turning point in

European History

A unit about a non-

European society

from its own

perspective

at least one study of a

significant society or issue in

world history and its

interconnections with other

world developments

British History is hardly neglected- it is at the core of what

is taught and dominates, indeed English school children

might be forgiven for thinking that there is very little

history apart from British history! Much of the debate

about refocusing the curriculum has been political

posturing. Claims that British history is neglected play well

to certain elements of the press and right-minded voters,

but it is just not true that British History is either neglected

or not present (Ofsted 2011)- although there is a concern


15

about lack of curriculum time, and the pressures on History

in schools (Smart, 2011).

There has been considerable freedom for teachers in what

they taught, and relatively little external scrutiny to make

them cover particular content, although the outline period

studies must be covered, and a study of the modern world

including the Holocaust be part of the history curriculum

there has been no central checking or mechanism to test

that this is the case except for school inspections which can

be six years apart for some schools. The National

Curriculum for History, then, is not straitjacket or a fixed

body of knowledge. Unlike many national systems that of

England does not have an extensive list of topics to cover

and required content to learn and on which young people

will be tested. The interpretation of what to include is left

to individual schools, and so far there has been a strong

focus on including skills and concepts as a central plank of

the teaching- an inheritance from the highly influential

Schools History Project Conference.

What the National Curriculum has done is further the

influence of the Schools History Project, as this extract

from the third version of the History National Curriculum

shows the notions of concepts was based a fundamental

building block in organising the curriculum, and therefore

approaches to planning, teaching, learning and assessment.

Schools were required to assess pupil understanding of

History against around five key subject strands:

1. Chronology 2. Knowledge and Understanding of History 3. Interpretations of History 4. Historical Enquiry 5. Organisation and Communication

Teachers had nine levels at which they could grade pupils

achievement in History: levels one (lowest) through to

eight plus exceptional performance (highest.) At the end

of each Key Stage schools must report on pupils

achievement to central government in Whitehall, but

based on teacher judgement rather than externally

imposed tests, and there was no moderation of teacher

assessment externally.

The subsequent fourth version of the curriculum carried the

preoccupation with conceptual and intellectual models of

organising historical understanding even further, providing

two organising frameworks: key concepts and key

processes

Key Concepts

1. Chronological understanding 2. Cultural, ethnic and religious diversity 3. Change and continuity 4. Cause and consequence 5. Significance 6. Interpretation

Key Processes

1. Historical enquiry 2. Using evidence 3. Communicating about the past

The same curriculum provided a strong justification of the

importance of history, including the opening claim that:

History fires pupils' curiosity and imagination,

moving and inspiring them with the dilemmas,

choices and beliefs of people in the past. It helps

pupils develop their own identities through an

understanding of history at personal, local,

national and international levels. It helps them to

ask and answer questions of the present by

engaging with the past.

The importance statement continued that

Pupils find out about the history of their

community, Britain, Europe and the world. They

develop a chronological overview that enables

them to make connections within and across

different periods and societies. They investigate

Britain's relationships with the wider world, and

relate past events to the present day.

However, the dominance of the British History content has

been problematic. Few schools give much attention to pre-

twentieth century European or global history, and English

school children have a significant gap in their education.

For the coming curriculum to push the learning of mainly

British History as an aspiration and requirement is a

worrying movement down an increasingly insular route. If

British children do not understand the wider context of their

countrys relationship with others and role in creating the

modern world they will be woefully lacking in the skills

and knowledge needed for global citizenship and

intercultural relations.

Examining the Record: Britains long

multicultural history

It seems odd that Britons can be so insular. Britain has

always been a multicultural country, from ancient times

with early European settlers through to modern Britain

where the pace of global population movement causes a

range of pressures. Over time the nature of

multiculturalism has been very different, and the way

society has reacted to diversity has also changed

dramatically. As a state our record of tolerance and

welcoming newcomers is by no means perfect. England

was the first country to require Jewish citizens to wear

yellow taffeta badges, ostensibly to mark them as under

royal protection, but under a later monarch persecution,

abuse and extortion was followed by expulsion. We are

also the country which built an empire, traded extensively

in enslaved people, and which lays claim to having the

oldest parliamentary democracy in the world: like everyone

else an interesting mix of dubious and honourable deeds,

self-interest, grand gesture and fading grandeur.


16

Of course when we say British history is a long experience

of multi-culturality we refer to a series of incoming groups

who were predominantly, but not exclusively white-

Europeans; people arriving as traders and settlers, shore

raiders and invaders, sometime staying and sometimes

being only temporary residents. Some intermarried and

mingled, some settled in large numbers and shaped the

character of whole regions, others in smaller numbers or

within already diverse populations and some as minorities

in a larger community. The quality of the historical record

in relation to ethnic minorities varies, but Dresser and

Flemings (2001) work on the multi-ethnic history of

Bristol, for some centuries Englands second city, has

exposed that there can be considerable historical evidence,

and certainly in recent years there has been a growth in

interest in multi-perspectivty and in minority histories at

university level reflected in the teaching of modules about

Black and Asian histories and in acknowledging the Black

presence in Bristol over time. British history then can be

multi-ethnic, inclusive and still respect historical accuracy.

Despite this the general publics awareness of diversity

issues may not be developing very fast, and may regard

notions of multiculturalism very differently to the more

liberal urban middle classes and academia. Reportage in

the media leans towards concerns about immigration, about

the threat of a loss of Britishness. Politicians are forced to

consider ad respond to mass concerns about immigration,

and a narrative about closing borders to uncontrolled

migration becomes key, especially in times of economic

hardship. Both of the twentieth century global wars brought

greater diversity to Britain. During the Great War of 1914-

1918 almost 1.3 million Indian men volunteered for service

(Pati, 1996:31) with 130,000 Indians serving in France and

Belgium, with a loss rate of almost 9,000 killed. (CWG

2008)

When I ask audiences of teachers or teacher trainees to

estimate the population they usually overestimate the

numbers form ethnic minority groups, perhaps having a

skewed view from media debates, high profile concerns

about immigration or images from the media which suggest

Britain may be more multicultural than is actually the case.

There is usually a confusion about which minority groups

are the largest in society, numbers of Asians are

underestimated and numbers of Black and African-

Caribbean citizens are overestimated.

It is interesting to see how society perceives itself to be,

with people in the countryside (which is overwhelmingly

white) assuming that all large cities are overwhelmingly

multi-ethnic, and people in multi-ethnic cities sometimes

being less aware that multi-cultural communities are not

the norm around Britain- but often being acutely aware

because visible ethnic minorities stand out in a white

majority because their skin colour identifies them as

different. However, public perception matters. Politicians

know this of course, and a populist and ambitious

Education Minister will seek the sound bite and the news

opportunity that catches the popular imagination, however

a curriculum that fails to recognise diversity in its

citizenry, or diversity over time in the historical record is

not only failing to note the content of the historical record,

it is excluding ethnic and other minorities, but also of

making majority communities inadequately aware of

change over time and the rich diversity in society

Being a multicultural nation over time does not necessarily

imply a sense of conceptualising this deeply or of valuing

diversity throughout all of history. Although modern

Britons would claim tolerance as a national characteristic it

is important to acknowledge that people in the past may

have taken a different view of ethnic and religious others

than we do in modern Britain.

Multiculturalism as a term refers to a society in which there

are multiple communities faiths and cultures, whereas

multicultural may refer to the population make-up of a

district as in multicultural area, or an approach taken to

ensure that diversity is reflected in certain actions, for

example as in a multicultural curriculum. In practice the

level of support for multiculturalism, and responses to

multi

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