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During this training year, one of my absolute passions has been the area of ‘diversity history’ within wider history education. The term ‘diversity’ encompasses many things and so is difficult to define. Here it is largely considered as a term to explain the need to widen the history taught in the classroom so that it is ‘responsive’ to the reality of the classroom in 2018 (Mohamud & Whitburn, 2014, p. 41). This means teaching a history that reflects the makeup of the classroom. History is a unique subject in that it can help shape the identity of pupils teaching a history that excludes a sizable portion of the classroom is not acceptable in 2018. Working in a school which has a higher than average ethnic minority within its cohort makes the need for this immediately apparent when considering race. However, diversity history should aim to challenge misconceptions and reveal hidden figures throughout history who may have previously been ignored for societal reasons. That means considering the history of influential women long before the suffrage movement or making students aware that LGBTQ people have always been a part of history. Students should engage with questions of why these histories has been largely erased. For many, speaking of ‘diversity’ instantly brings to mind topics of slavery, suffrage and civil rights. These remain valuable topics, but research suggests that we need to be moving away from narratives of victimhood when it comes to the diverse history as these remain problematic. (Traille, 2007). These topics often remain go to ‘diversity topics’ however due to ease of resources.

With the research in mind I have attempted to consider ways in which to diversify my own teaching of history. The reality is that this starts with working within established frameworks – especially as a trainee. I have attempted to implement this into a Civil Rights scheme of work taught at Key Stage Three. With a sensitive topic such as this and the research in mind, I have made a conscious effort to not look overly exploitative in presenting African-American’s as victims. The first slide on Evidence 1 shows a Coca-Cola machine that was only for white people. I had chosen this image as a replacement for a suggested image of lynching – yes this has a shock value. But ultimately students can take my word for it that these atrocities happened. By choosing a more obscure and intriguing image the point is ultimately the same – racism was ingrained into society at an unimaginable level, but it avoids perpetuating a troubling victimhood any further.

Ultimately, implementing a diverse history also means fostering a mindset in students which questions the dominating histories to question where other types of people fit into our historical study. I have been attempting to raise this questioning nature with Year 8 by posing questions and think pieces so that students do not accept dominating narratives at face value. The student response in Evidence 2 which asks ‘Who says that Jack the Ripper wasn’t a girl’ was an encouraging sign of this mindset being embedded into the classroom.

Looking towards the future, I am planning two schemes of work over the summer. A Suffragette module and a wider module on protest. My approach to this planning will be with the research on diversity history in mind. For example, the enquiry question for the Suffragettes will be ‘who were the hidden suffragettes?’. Although still a typical ‘diversity’ topic, I aim to offer a more modern take on it beyond the classic story which we know. Something which seems apt at the centenary of the event. I continue to adapt current schemes (introducing a lesson on the African-American women of NASA to Civil Rights) but hope that as my confidence in this area grows that I will be able to explore more exciting opportunities at planning a diversity history away from classic narratives.

References:

Mohamud, A. and Whitburn, R. (2014). Unpacking the suitcase and finding history: doing justice to the teaching of diverse histories in the classroom. Teaching History, 40-46.

Traille, K. (2007). ‘You should be proud about your history. They made me feel ashamed’: teaching history hurts. Teaching History, 31-37.