The government have just announced that they are to make the Netflix series Adolescence free to show in all secondary schools. The move reflects a wider concern about the waves of disinformation and radicalisation flooding the lives of young people. Radicalisation of young people is not a new issue. When I began my career, I can remember concerns being raised about pupils being drawn into post-9/11 Islamic terrorism, as well as racist movements such as the English Defence League. Indeed, I had to raise concerns about pupils on the latter front more than once in my time in the classroom. More recently we have seen the concern over the rise in toxic masculinity, the influence of Andrew Tate and online Incel communities. 

What is common in almost all of these groups is that they seek to ‘red pill’ those who fall into their orbit. By this, I mean that, they try to show why the world as most people experience it is a lie and attempt to ‘awaken’ their victims with a new set of truths – the ‘red pill’. These ‘truths’ commonly play on a victim’s existing fears and prejudices, encouraging them to abandon the complexities of the real world in favour of the simplified ‘red pill’ narrative and its equally simplistic (and often violent) solutions. These new truths quickly become embedded through repetition and connection with a community of likeminded people. A sense of belonging is engendered and the truths become enmeshed with a person’s sense of self.

A few days ago, I wrote a blog responding to the DfE’s interim curriculum and assessment review. In it I expressed deep concerns that there was too little critical evaluation of concepts like 'knowledge-rich' and 'mastery learning', which continue to do enormous damage to meaningful teaching in subjects like history. One of the key places I see these concepts impacting is on the framing of historical enquiries in the classroom. They therefore strike at the very heart of history teaching itself.

In 2023, over a decade after the Gibb-Gove reforms began, Ofsted reported on the picture of history in schools. In their report, they noted that in too many schools, “pupils’ knowledge of history was disconnected or superficial” and “in most schools, pupils had misconceptions about how historians and others study the past and construct their accounts” (Ofsted, 2023, n.p.). The report further noted that "the teaching of disciplinary knowledge in key stage 3 was overly influenced by leaders’ interpretations of GCSE examination requirements. In most schools, pupils learned disciplinary knowledge that was either directly or indirectly connected to particular GCSE question types" (Ofsted, 2023, n.p.). These issues should also be seen alongside the common criticism that history is increasingly overloaded with content and a growing perception that it is inaccessible for lower attaining pupils, especially those with SEND. Meanwhile other reports suggest pupils from Global Majority backgrounds are significantly less likely to choose to study history beyond age 14, due to its perceived irrelevance in their lives (Atkinson et al., 2018). This is a travesty on a national scale.

Done well, school history has enormous potential to empower all young people to think critically about the world around them. It can help them to:
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• Understand themselves and others.
• Explore common and unique human experiences across time.
• Engage with- and understand the importance of- truth processes.
• Develop their own ideas and make meaning of the past in local, national, global, and of course personal contexts. 
• Embrace uncertainty and complexity in safe and meaningful ways (Dawson 2018). 

 
One of the key tools history teachers have used to empower young people through history lessons is historical enquiry, and specifically the enquiry question. Indeed, Ofsted’s research review noted the importance of historical enquiry in curriculum planning and pedagogical decision making, and even Michael Young (2016), whose work was so central to the Gibb-Gove reforms, has written about the importance of historical enquiry as a vehicle for 'powerful knowledge'. However, the meaning of enquiry itself in the context of the history classroom seems to be changing, to the point where is is being robbed of its potential to deliver on the goals of empowering young people through history education.

Enquiry as empowerment
The concept of historical enquiry has been embedded in school history teaching in  

Richard White's "Remembering Ahanagran" is a book which I have been unable to put down. At times witty and amusing and at other times deeply moving, White tells the story of his mother's early life and emigration to the United States through her own memories, gathered over a lifetime. 

"Lives are not stories. A day, a month, a year, or a lifetime has no plot. Our experiences are only the raw stuff of stories...We turn our lives into stories, and, in doing so, we...[give our] lives a coherence that the day-to-day lives of our actual experience lack."

One one level, White helps us to get a glimpse into the intimate stories of his family and shows us the strangeness of the world they inhabited. We see the impact of British policy in Ireland, we feel the social stigma attached to mixed marriages, we appreciate how people were both driven by the own desires but also controlled by factors outside their control. I was particularly drawn in by the detailed focus on the construction and reconstruction of ordinary lives. White is by no means glorifying the life his mother led, however, he shows it to be of the same interest and importance as so many other "famous lives" which have of course received far more attention. He demonstrates this beautifully when talking about the house in which his mother spent her early years in the USA.

"There are no histories of Chicago in which 6420 South Mozart Street...matters very much...But for Sara, Chicago always existed in relation to South Mozart Street. And all of America existed in relation to Chicago. South Mozart Street, where she started and ended her day, was the center of America."

On a different level, the book is also a history of the United States in the early 20th century. The characters of the story, whilst very ordinary, are also touched by the major events of the time. During Prohibition illegal stills are kept in the basement. When the Great Depression arrives its toll on the immigrant Americans can be seen. The racial tensions in the South also receive mention as do the corrupt legal systems of Chicago which find themselves in thrall to the Irish gangs. Towards the end of the book, themes of anti-Semitism and racism tinge the story, whilst the War throws the lives of the characters into disarray. If nothing else, the book is well worth a read to see how these "great" events impacted on the lives of everyday people. It is a story about what it means to be American and how American identity has been shaped.

Finally, and most importantly, "Remembering Ahanagran" is something of a historiography. The memories of White's mother are the raw materials of the book, however White has taken a very different approach to this. Much of the book sees him discussing and dealing with the gulf which exists between the memories of his mother and the evidence he can find historically. He begins by outlining the tensions between memory, story-telling and history.

"I once though of my mother's stories as history...Then I became an historian, and after many years I have come to realize that only careless historians confuse memory and history. History is the enemy of memory. The two stalk each other across the fields of the past, claiming the same terrain."

In every aspect, White compares his mother's memories and stories with the evidence he can find. In most cases there are huge tensions between the two version of the past and the book deals with how these might be reconciled. This is often a difficult process, and on more than one occasion it is clear that White's mother is not entirely happy with the direction the book is taking, she would rather keep the version of history she has created for herself. However White persists and the most fascinating aspect of the book is how White deals with these tensions and how he attempts to construct a history from the fragments. This is one of the most brilliant and eloquent explanations of the historical method I have read. It is like picking up White's thoughts and notes as much as it is a finished book. He also clearly struggles with his own memories of his mother and father as these are challenged by the evidence.

I think my favourite aspect of the book has been, what White would term, its anti-memoir quality. There is no attempt here to construct simple stories with simple meanings. Every aspect of Sara Walsh's life story is scrutinised. In many cases the result is complex and the result seems strange. But as White notes:

"Any good history begins in strangeness. The past should not be comfortable. The past should not be a familiar echo of the present...The past should be so strange you wonder how you and the people you know and love could come from such as time..."

Ultimately the book feels like a discussion, a conversation about the past and how and why we construct it. It is a brilliant way to get thinking about the historical method and a highly recommended read to really get you thinking about what it means to be an historian and what the role of history should be. It also asks us to consider the meaning of historical significance, taking seemingly innocuous events and showing the enormous shadows they cast over the lives of the people in the book. White also demands that we think about the nature of time itself. He shows how some stories occur in ordinary time, whilst others, such as those of the heroes of The Troubles, take place in a "monumental time", where lives and deaths can span centuries instead of decades. Of course, ultimately the question of historical truth is raised. The conclusion on this is far from clear cut. The themes of the book are universal, they ask us to consider the merits and dangers of memory, and the shortcomings of History as a discipline. This book has not always been a simple read, but it has been absolutely riveting. I am not sure I have done it justice here but I cannot recommend it highly enough. I will finish with one last quote (from a book I could quote every second page of).

"Memory is a living thing vulnerable to a dead past until memory itself dies with its creator... History is a dead thing brought to new life. It is fragments of the past, dead and gone, resurrected by historians...It threatens our versions of ourselves."

"Money it's a crime. Share it fairly but don't take a slice of my pie." So sang Pink Floyd on their 1973 classic, Dark Side of the Moon. So what has got me to thinking about money this week? Well two things really: let me elaborate. 

Yesterday I received my budget for the 2014-15 school year. I run a large department with over 260 GCSE and 100 A Level historians as well as a good number studying government and politics. Now, thanks to a range of issues, including falling rolls, and the general squeeze on education at the moment, my budget for next year has been reduced by nearly 30% from last year's figures. With this kind of cash, I worked out that I would barley be able to cover the costs of my photocopying (which has been growing exponentially as our dwindling stocks textbooks, most dating back to the mid 1990s or earlier disappear into the ether) and materials. After some reflection, I was left puzzling quite how I was going to make ends meet. 

The second trigger for my thoughts was reading the following tweet on the DfE Twitter feed, in which one academy head  was quoted as saying:

So the latest furore which has erupted in the world of teaching is a suggestion by the Shadow Education Secretary, Tristram Hunt, that teachers should be licensed in order to stay in the profession, and that a Royal College of Teaching be set up. In an interview with the BBC Hunt noted that teacher should have "the same professional standing" as lawyers and doctors, "which means re-licensing themselves, which means continued professional development, which means being the best possible they can be," (Of course, if Hunt is serious about giving teaching "the same professional standing" as law and medicine, he might want to consider the pay and conditions of teaching as well as the licensing aspect!). He went on to say that "if you're not willing to engage in re-licensing to update your skills then you really shouldn't be in the classroom,"

Twitter seems to have exploded with anger at the proposals:

Just a short post to say that I have updated a range of content to do with progression models for the new KS3. I have made a lot of amendments thanks to some very productive discussions with people online and in departments around the country. I have attached my DRAFT rationale for History, which outlines some of my current thinking - any feedback would be greatly appreciated. I have also updated the old posts with the new materials.

Some of the key changes include:

• A greater focus on the assessment process - linking concepts to specific knowledge.
• A removal of the concepts booklet for students - replacing this with very specific, student friendly mark schemes for every assessment.
• A revision of the totalisers for Y7-9 so students can keep track of their progress in a general sense as well as a specific conceptual sense
• The introduction of a student assessment system based on effort and progress rather than arbitrary grading.
• The revision of some of the concepts to remove on or two of the more esoteric signposts.
• Renaming the Concepts to Learning Objectives (I know - it felt wrong, but kids know what this means).
• Drafting two example assessments to show how the process of assessment might work in practice.
• The writing of student friendly versions of the concepts in the format: What do go historians do?
• The production of new poster materials for classrooms.
• The removal of generic descriptors in mark schemes altogether and hopefully a greater focus on the specific.
• A rationale for planning and teaching in the new KS3.

All thoughts and comments appreciated.

The AndAllThat.co.uk teacher blog is moving from WordPress onto the main website. From now on you will find non-topic related content here. 

You can still access the archives from the WordPress site by visiting http://andallthatweb.wordpress.com . I will endeavour to transfer the content over the next few months.

Mr F

Am not sure why I have felt the need to vent about this today. I suppose I am feeling generally frustrated by the resurrection of the skills vs knowledge debate which, as far as I am concerned, was buried decades ago. Of course, the “skills brigade” raise good issues about community engagement, independence and resilience. But surely all teachers believe that these can be developed alongside engaging subject knowledge …where are all these teachers who still throw chalk at children for failing to recite the bible? Never the less, there seems to be good money in telling teachers that they are forcing a Victorian education system on a group of disengaged, working class kids who need reengaging through group work and technology. I am also deeply offended that any challenge to the skills based, “innovative” approaches is said to be an elitist response… As I see it, there are a number of major issues with the approach outlined above.

Schools are increasingly expected to reduce inequality in society in the face of increasing economic divisions. We are told that we must engage a generation of students who have become disengaged from a Victorian education system. This language is being peddled by the Innovation Unit amongst others. There is a worrying trend to see technologies as a solution to “self education”

We need to recognise that schools alone cannot close this socio-economic divide, it is a matter for the whole of society but needs direct action from government. However recognising this does not mean accepting the status quo and being happy…far from it, it demands more radical change. 
Reducing education to a purely “skills-based” curriculum in an attempt to prepare students for a global job market is completely misguided. It is a blunt tool to enact social change and to engage students in the wrong ways. Whilst state schools reduce their subject specialisms to give their students “transferable skills for the economy”, private, public and independent schools continue to offer their students a rich curriculum diet and access to the best jobs and universities. The economic divide remains.

The only way in which the socio-economic divide can be overcome is through a society-wide reformation of the neo-liberal precepts on which our society is based. Using schools to do this is attempting to plaster over the ever widening cracks. Our priority should be in supporting those most in need and creating a society which is more equitable. Of course, this will be unpopular amongst the most powerful, and potentially very expensive.

We must preserve the idea that education should be available for all children and adults to develop their human potential – it is not about trying to battle market forces. This is not the same as an elitist agenda. A key part of any schooling is democratic education. If we want to add value to students lives, let us first think carefully about what values we want to add.

We must recognise that in many cases, taking away subject expertise from education under the guise of equality is a cynical cost cutting exercise. Taking away this expertise is cheating our poorest students out of the chance of engaging in immersive subject experiences. It limits any true passion in learning. To pretend that this is in their best interests is unforgivable.

It is not subject irrelevance which leads to children becoming demotivated in their studies, it is the slow realisation that their life is most likely mapped out for them thanks to their upbringing. In many cases the barriers to education just become more extreme as children get older. Subjects only regain their relevance when these barriers are removed. When this is the case, students will be able to study subjects for their own sake and in doing so will engage in the humanising processes of education. This is the real challenge of the C21st.

/rant over