Teaching History Inclusively
A Pedagogical Case Study from an Institution Shaped by Empire
Bibliographic Data
| ID | 11005463 |
|---|---|
| Authors | Eleanor Newbigin (0000-0002-5782-6327, SOAS University of London, corresponding author), Sarah Tucker (0000-0003-2560-0697, SOAS University of London) |
| Year | 2025 |
| Pages | 1-27 |
| Publication date | 2025-12-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Transactions of the Royal Historical Society (JOURNAL) |
| Journal identifiers | ISSN: 0080-4401 • E-ISSN: 1474-0648 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0080440125100510 |
| OpenAlex | W4417356289 |
| Language | EN |
The Royal Historical Society’s June 2024 Update to the ‘Race Ethnicity & Equality in UK History: A Report and Resource for Change’ notes some important progress in terms of increased ethnic and racial diversity amongst history students and staff but acknowledges that more work is needed to both sustain and further advance these changes. In this Comment we argue that colleagues and the RHS should prioritise the development of critical pedagogies in history university education and evidence their impact on student outcomes. We share reflections on and data from our collaborative work between September 2021 and August 2024 developing an innovative module with the highly diverse history student cohort at SOAS, University of London, to help colleagues consider how they might undertake related projects in their own institutions
Cohort · Diversity (politics · Empire · Ethnic group · Institution · Resource (disambiguation · Work (physics · Educator Training and Historical Pedagogy · Oral History, Memory, Narrative Analysis · Philosophy, History, and Historiography
| Highly cited | No |
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