2. A case study of
the education of
history in the U.K.
3. Introduction
• Importance of the historiography of sources
- Current debate therefore rely
upon journalism as a source
• Therefore must recognise limitations of our
sources
• But also that, were the journalism 50 years
old one would naturally consider it valid
4. The Guardian:
‘Historians say Michael Gove risks
turning history lessons into
propaganda classes’
Telegraph:
‘Left-wing thinking still prevails in
schools’
The debate
5. •Also important to consider that these
are also the opinions of individuals:
Charlotte Higgins & Jago Pearson
Who themselves are members of
other communities. Eg:
6. ‘Historians say Michael Gove risks turning
history lessons into propaganda classes’
‘Left-wing thinking still prevails in schools’
Discussion of debate
9. Conclusions
regarding education of history in the U.K.
• By focusing in history can become
compartmentalized and so neglects wider concerns,
such as the history of emotions
• However, my own experience demonstrates that
despite restrictions upon the educational system
the reality in the class room environment allows
for a broad and varied perspective.
• Therefore a degree of balance in education in U.K.
10. Implications for the history of emotions
•The teaching of history, though restricted by curriculums is
governed by the teachers in the classroom
•These do not represent an homogenous group ( or ‘emotional
community’)
•Therefore in being taught by a variety of individuals one
gains a variety of insights, emotional or otherwise, into
historical events.
11. Conclusion
regarding Education & Propaganda, and the history of emotions
•Political agendas do not prevail in schools
•The individuals teaching promote
discussion, rather than consensus
Therefore,
•Governments should recognise the
emotional response that history can
empower
•But, understand clearly the distinction
between Education and Propaganda
