Identity and school history: The perspective of young people from the netherlands and England

British Journal of Educational Studies 56 (1):76-94 (2008)
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Abstract

The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to delineate between those from different ethnic minority backgrounds, boys and girls, age and level of education and first or second generation of migration. The study revealed significant differences between young people's ideas about history and identity, and those advanced by politicians and policy makers in the Netherlands, England and elsewhere. The concluding section of the paper considers the implications of the findings for policy makers in the field of history education in schools.

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References found in this work

Telling the trugh about history.Joyce Appleby, Lynn Hunt & Margaret Jacob - 1995 - History and Theory 34 (4):320-339.
The Curriculum Experiment: Meeting the Challenge of Social Change.John Elliott - 1999 - British Journal of Educational Studies 47 (2):196-198.
History Teaching, Nationhood and the State: A Study in Educational Politics.Robert Phillips - 1998 - British Journal of Educational Studies 46 (4):458-460.
Multiple Identities and Education for Active Citizenship.Alistair Ross - 2007 - British Journal of Educational Studies 55 (3):286-303.

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