An exploration of the role of ethnic identity in students’ construction of ‘British stories’

Much of the research into history teaching and ethnicity concludes that the historical narratives that children from minority ethnic groups construct differ significantly from ‘mainstream’ or official national narratives and are often accompanied by a sense of disengagement or even alienation from the dominant history narratives taught in schools. Our research suggests that in England (or more specifically in London) the picture is more complicated than this. First, we did not find compelling evidence that students from black and minority ethnic backgrounds feel alienated or disengaged from the British history they are taught. Second, we found a surprising similarity across the narratives that different ethnic groups chose to tell us about British history, suggesting amongst other things some curriculum inertia in schools. Where differences did exist, we suggest that these can be explained as much by gender and broad cultural influences as by ethnicity. Third, whilst what students chose to include in their narratives was broadly similar across different ethnic groups, the reasons for including them did differ. Finally, and perhaps most positively, we conclude that students of all ethnic groups are keen to engage more critically with British narratives and would relish more opportunities to do so than current school curricula appear to encourage.