Above: Black History 4 Schools - Logo

There is an emerging consensus that the teaching of multicultural British history has been inadequate. Too often History teachers focus on the slave trade - and the negative aspects of slavery at that, or only examine the impact of post war immigration instead of acknowledging Black presence over the last 500 years. The new National Curriculum 2008 constitutes a significant watershed for the teaching of diversity in the History classroom across the UK. It takes great steps to ensure that Diversity (as a concept as well as in terms of content) is embedded in the curriculum. History teachers, preparing for this brave new world of increased flexibility and personalised learning, now have an obligation (and a wonderful opportunity) to ensure that the contribution made by Black and Asian Britons over the last 500 years is mainstreamed.

In an article that I wrote for Teaching History (March 2006) I outlined approaches to ‘integrating Black British History into the National Curriculum'. This recommended three different pathways; a thematic approach - looking at the movement and settlement of different peoples into the UK, for example; a study of key historical events - looking at the two World Wars and the contributions made by Black and Asian people; and an examination of key individuals such as Olaudah Equiano or Walter Tull. Since the publication of the article I have been heartened to see it cited in at conferences, in government reports and anecdotally by many History teachers across the country. This, together with the website, www.blackhistory4schools.com, which I launched in March 2006 is another reason for my optimism. Over the last 2 years over 60,000 people have visited the site, making full use of the freely available resources, articles and web links and contributing to the blackhistoryblog. Mainstreaming Black and Asian British history means that History departments are not only making an important contribution to Citizenship but also in challenging stereotypes, ignorance and racism.

Written by:
Dan Lyndon
Advanced Skills Teacher
Head of History
Gifted and Talented Co-ordinator
Henry Compton School, London 
www.blackhistory4schools.com

DISCLAIMER
The views and opinions expressed in the article featured above are the writer's own and do not represent the views of either the Who Do We Think We Are (WDWTWA) consortium of partners (Royal Geographical Society with IBG, the Historical Association and Citizenship Consultant Paula Kitching) or the project's funding body, the Department for Children, Schools and Families (DCSF).

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