The history curriculum in UK schools is to be overhauled with the help of Simon Schama, an announcement made five months after the controversy sparked by the alleged invitation extended to Niall Ferguson. The concerns remain the same: that history is disappearing through falling demand, at least in state schools; that where it is taught, the topic-based approach of the national curriculum develops no sense of a coherent narrative of British history and necessarily omits important episodes and figures (such as Churchill). ‘The trashing of our past has to stop,’ Michael Gove, the Education Secretary, insisted, echoing Ferguson’s call for a ‘campaign against junk history’ following recent, successful campaigns to improve school meals.
Geoffrey Alderman agreed. He argued that pupils lack a grasp of the broad sweep of British history, as teaching has moved away from a survey approach to one focused on skills. Proponents of the latter regard history’s major importance as lying in the discipline’s development of critical and evaluative faculties and the ability to construct a sound argument. History does indeed develop these skills, Alderman argues, but that is not its purpose: ‘History is the collective memory of society. It is that memory which informs society’s attitude to itself and to the world around it.’ Continue reading
