Engaging with History after Macpherson

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Abstract

The Race Relations Amendment Act (2000) identifies a key role for education, and more specifically history, in promoting ‘race equality’ in Britain. In this article Ian Grosvenor and Kevin Myers consider the extent of young people’s current engagement with the history of ‘diversity, change and immigration’ which underpins the commitment to ‘race equality’. Finding that in many of Britain’s schools and universities a singular and exclusionary version of history continues to dominate the curriculum, they go on to consider the reasons for the neglect of multiculturalism. The authors identify the development of an aggressive national identity that depends on the past for its legitimacy and argue that this sense of the past is an important obstacle to future progress.
Original languageEnglish
Pages (from-to)275-289
Number of pages15
JournalThe Curriculum Journal
Volume12
Issue number3
DOIs
Publication statusPublished - 1 Sep 2001

Bibliographical note

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This is an electronic post-print version of an article that was published in Curriculum Journal,© 2001 Copyright; Taylor & Francis; Curriculum Journal is available online at: http://www.tandfonline.com/toc/rcjo20/current.

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