Race and identity in England's school history and citizenship education

本项目探讨国家认同的流行概念如何体现在国家课程中，并通过商业教科书的使用来表现和实施。它分析了在后种族的新自由主义政治背景下，国家课程和商业教科书话语如何反映和/或挑战英国性的种族化叙事。在英国的新自由主义政策背景下，教育既不完全由国家控制，也不受制于自由市场。1988年制定的国家课程（NC）并不适用于每一所学校，而且一些商业教科书可能就是考虑到NC而编写的。此外，教育工作者将自己定位为内容管理者——选择使用哪些材料，以及如何使用。这就产生了一个问题：课程政策中的民族认同话语、教科书中的民族认同话语和课程领导者制定的民族认同话语之间的关系是什么？并且，在课程规范和商业教科书使用之间的互动中，英国身份的种族化叙述以哪些方式被复制或挑战？作为对排斥性定义和历史的回应，公众要求课程非殖民化，对历史进行更诚实的评价，并将重要的少数民族历史纳入国家叙事的呼声越来越高。这种胃口是当前课程所无法比拟的。遵循旨在理解结构性不平等的批判性方法，该项目首先寻求从历史上追溯1988年至今国家课程和教科书中国家身份概念之间的相互作用，其次询问教育专业人员在教授历史和公民身份时可能复制、中断或复杂化潜在排他性叙述的方式。

This project explores how prevailing notions of national identity are embodied in the National Curriculum and represented and enacted through commercial textbook use. It analyses how, in a post-racial neoliberal political context state curriculum and commercial textbook discourses reflect and/or challenge racialized narratives of Britishness.In England's neoliberal policy context, education is neither fully state controlled nor subject to a free market. There is a National Curriculum (NC), established in 1988, that does not apply to each school and there are commercially produced textbooks that may have been written with the NC in mind. Moreover, educators position themselves as content curators-choosing which materials to use, and how.This gives rise to the questions: what is the relationship between discourses of national identity in curriculum policy, those presented in textbooks, and those enacted by curriculum leaders? And, in what ways are racialized narratives of British identity reproduced or challenged in interactions between curriculum specifications and commercial textbook use?In reaction to exclusionary definitions and histories, public calls to decolonise the curriculum, present more honest appraisals of history, and embed vital minoritized histories in the national narrative are growing. This appetite is unmatched by the current curriculum. Following a critical approach, which aims to understand structural inequality, this project seeks firstly to historically trace the interplay between notions of national identity in the National Curriculum and textbooks as a whole from 1988 to present, and secondly to interrogate the ways in which educational professionals may reproduce, interrupt or complicate potentially exclusionary narratives in teaching history and citizenship.