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Towards a More Inclusive Modern British History? Reflecting on Barriers, Challenges, and Opportunities in Twenty-First Century UK Higher Education.
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- Author(s): Houghton, Frances
- Source:
Twentieth Century British History; Mar2024, Vol. 35 Issue 1, p50-54, 5p- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: The article discusses the concept of inclusivity in teaching and learning modern British history in UK higher education. It explores how the idea of inclusivity has shaped research, teaching, and learning in the field, with a focus on new approaches to storytelling, pedagogical debates, and considerations of who learns this history. The article also highlights the challenges faced by historians in the current political climate, including attacks on critical approaches to studying Britain's history and concerns about access to education for socio-economic elites. The Open University is presented as an institution that plays a major role in widening access to studying modern British history, particularly for students from disadvantaged backgrounds. The article discusses the OU's distance learning model and the use of technology to create inclusive learning environments. It also acknowledges the limitations and barriers faced by certain groups of students, such as those in prison. The OU's curriculum design is described as an opportunity to teach a genuinely 'British' history that reflects the diverse identities and cultures of its students across the UK. The article concludes by emphasizing the importance of inclusive teaching and learning in building a more inclusive future for the field of modern British history. [Extracted from the article]
- Abstract: Copyright of Twentieth Century British History is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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