Reframing British history: teacher education after Black Lives Matter

Sundeep Lidher*, Rashida Bibi, Claire Alexander

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


The Covid-19 pandemic and Black Lives Matter protests have given renewed impetus to campaigns against racial inequality. In education, the issue of curriculum – and particularly the history curriculum – has been at the centre of campaigns to “decolonise the curriculum”. While barriers to the teaching of “diverse” British histories in England’s classrooms have long been recognised, relatively little research has been done on the crucial role of history teacher educators and teacher training in developing a diverse profession, practice, and curriculum. This paper seeks to address these gaps through analysis of interviews with history teacher educators, trainee history teachers and key stakeholders. In particular, it explores the responses of history teacher educators to recent calls for curriculum reform, charts how these demands for change have influenced thinking and practice in Initial Teacher Education (ITE) in history and identifies ongoing challenges to the development of more inclusive curriculum and pedagogic practice.
Original languageEnglish
Early online date31 Oct 2023
Publication statusE-pub ahead of print - 31 Oct 2023


  • Initial teacher education (ITE)
  • history curriculum
  • teacher training
  • racial inequality
  • British history
  • 'diverse' histories


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