Rachel Foster’s attendance at the WLFS history conference stirred a rather interesting discussion within my own department about the role of academic history in the classroom. Inspired by Foster’s talk, her excellent chapter in Debates in History Teaching, discussions with fellow participants of my MA and our own fertile minds we devised a list of why using academic history in the classroom is valuable. In no particular order, we suggested:
- To provide the narrative. Historians can compel the interest of students in ways that perhaps we cannot.
- To provide competing interpretations.*
- To identify the key debates in history.
- To explore how historical interpretations are constructed.
- To model styles of writing, which was the basis of Jim Carroll’s workshop at the WLFS conference.
- To develop historical reasoning.
- To judge pieces of academic work. Arthur Chapman has shown me a number of examples where historians have willingly engaged with pupils in…
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