Gove's proposals would see pupils studying primarily British history. Image: Alex Leme "Globe" 2009
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Michael Gove’s history curriculum is a pub quiz not an education

The rote sets in.

Michael Gove’s new draft national curriculum for history, launched on 7 February, has been greeted with dismay by history teachers at every level, from primary schools to universities, and from every part of the political spectrum.

What has annoyed them most is Gove’s decision to ignore the consultation process and do it all himself. He initially asked the historian Niall Ferguson to come up with ideas for a new curriculum but Ferguson’s response, based on a positive presentation of Europe’s – and especially Britain’s – global ascendancy since the early modern period, did not appeal to Gove, because it advocated history with a global sweep instead of history focused on supposedly key personalities and events within the British past.

Sidelining Ferguson, Gove then asked another expatriate British television historian, Simon Schama, to take a lead. A process of consultation began. A large meeting was held with interested parties including the Better History Forum of conservative teachers led by a former teacher, Seán Lang. Clearly those selected to advise the secretary of state, such as Steven Mastin, a state school history teacher, were chosen partly for political reasons (Mastin was an unsuccessful Conservative candidate at the 2010 general election). With their participation, a draft national history curriculum was hammered out in January and prepared for consultation.

What was actually announced in early February came as a shock to everyone. Those who had taken part in the preparation process did not recognise it. The history profession, including the history sections of the British Academy, the Historical Association, the Royal Historical Society and History UK, complained that the “details of the [new] curriculum have been drafted inside the Department for Education without any systematic consultation or public discussion with historians, teachers or the wider public”.

Even conservative historians were dismayed. A group of 15 academic historians close to the Conservative Party gave their support in a letter to the Times only “in principle” and hoped that the proposals “will no doubt be adapted as a result of full consultation”. Ferguson found the draft curriculum “too prescriptive” and complained that his advice to Gove on this point had been ignored. Lang complained on behalf of the Better History Forum: “Our proposal was ignored; Mr Gove has apparently shut his ears to anyone’s advice but his own.” Mastin said the proposed new curriculum bore “no resemblance” to drafts he had worked on as late as January of this year. “Between January and the publication of this document – which no one involved in the consultation had seen – someone has typed it up and I have no idea who that is,” he remarked.

The answer is inescapable: it was Gove. Just as Margaret Thatcher declared herself shocked and appalled when she saw her first national history curriculum, drawn up largely by education professionals, Gove must have reacted with dismay when he saw the final draft of his history curriculum. Neither document delivered what the politicians wanted, namely the learning of names, dates and facts strung together to form a celebratory, patriotic national narrative. Unlike Thatcher, however, who in the end reluctantly respected the professionals’ expertise, he tore it up and wrote his own.

What does the proposed new curriculum suggest? It begins well enough by reminding us: “A high-quality history education equips pupils to think critically, weigh evidence, sift arguments and develop perspective and judgement.” Yet this introduction seems to have been left over from an earlier draft, for it is no more than a token gesture, almost completely forgotten in the rest of the text, which focuses on listing the facts that pupils will have to learn by rote.

The contradiction between aims and content is even more crass in the passage about the requirement that pupils “know and understand the broad outlines of European and world history”. Despite this laudable aim, they are given no opportunity whatsoever to do so in the rest of the curriculum, in which the emphasis is exclusively on British history. European and world history are included only where they are relevant to Britain.

At times, this verges on the comical. When pupils study the Enlightenment, for instance, they study “Francis Bacon, John Locke, Christopher Wren, Isaac Newton, the Royal Society, Adam Smith and the impact of European thinkers”, though not those thinkers themselves; clearly Voltaire, Montesquieu and Diderot are unimportant because they were French.

This is a curriculum that will produce a generation of young Britons with no knowledge of the history of any part of the world beyond the shores of the British Isles. “As far as I am aware,” Mastin has warned, “we will be the only jurisdiction in the western world that won’t teach world history.” The curriculum declares: “A knowledge of Britain’s past, and our place in the world, helps us understand the challenges of our own time.” Yet in today’s globalised world, it does no such thing.

How are history pupils going to be tested on their knowledge of, say, Thatcher’s election (oddly, the period that the curriculum specifies stops at the moment she comes to power and does not require pupils to know anything about her government), the Chartists or King Athelstan? The draft curriculum is no help at all here. Will they be given multiple-choice examinations? There are no clues; it doesn’t mention the skills whose varying level of deployment is the main basis for assessment. This is preparation for Mastermind or a pub quiz; it is not education.

The new curriculum tells pupils what to think. The Dutch invasion that overthrew King James II was, it declares, “the Glorious Revolution”, ignoring its violent anti-Catholicism and deadly effects in Scotland and Ireland, which were followed by the discrimination against Catholics in the UK that lasted another 140 years. Not glorious for everyone, then. It also tells us what the causes of the First World War were (“colonial rivalry, naval expansion and European alliances”); the causes of the Second World War, meanwhile, were “appeasement, the failure of the League of Nations and the rise of the dictators”.

Evidence gathered in the recent Ofsted report History for All suggests that one of the chief attractions of history for school students is the opportunity that it gives them to find out about historical personalities and issues for themselves and to make their own decisions. The new curriculum is sure to put them off the subject.

Gove has said he wants pupils to study British heroes. However, is “Clive of India” a hero to the many British children of Indian parentage or descent? Historical individuals, including objects of left-wing admiration such as the Levellers or the black nurse Mary Seacole, should be presented as subjects for historical inquiry, not as heroes or heroines to be admired mindlessly.

The new chronology that forms the basis of the proposed curriculum isn’t workable. In practice, it will produce even more superficial knowledge than pupils have at the moment. With only one hour a week devoted to history, taught by a non-specialist teacher, how are primary school pupils going to work their way through the dense factual material of Key Stages 1 and 2? There is simply too much material to teach; only bits and pieces can be selected.

And how are seven-year-olds going to understand topics such as “the heptarchy” or “feudalism”? What will 11-year-olds make of the Putney debates? After the age of 11, pupils will study only modern history. They will come to maturity with a knowledge of the Middle Ages stuck at the level of a nine-yearold. The teaching prescribed by the draft curriculum is not appropriate to the ages of the children being taught.

Given the time available, the chronology will end up being taught as discrete episodes. Narrative or, to use a better word, chronicle, the recital of one event after another, will not help children understand change over time; to do that, they need to compare and relate events with each other and with their contexts, not just to learn that the Vikings came after the Anglo-Saxons and the Normans after the Vikings. In practice, sequential teaching of this kind does not provide a context; it rips events out of their context, leaving them insusceptible to analysis.

All of the new developments over the past half-century – in economic, social, cultural and other kinds of history – that have made history so exciting as a discipline are pushed to the sidelines in favour of a political narrative that might have been lifted straight from a textbook written in the 1930s. There are labels and concepts in the new curriculum that haven’t been used by historians for years – “gunboat diplomacy” and “Clive of India”, to name only two.

Gove wants the teaching of history to give pupils a positive sense of national identity and pride. Yet history isn’t a form of instruction in citizenship. It’s an academic subject in its own right. If he really wants more rigour in education, Gove should tear up his amateurish new curriculum and start listening to the professionals.

Richard J Evans is Regius professor of history and president of Wolfson College, University of Cambridge

This article first appeared in the 18 March 2013 issue of the New Statesman, The German Problem

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We need to talk about the online radicalisation of young, white women

Alt-right women are less visible than their tiki torch-carrying male counterparts - but they still exist. 

In November 2016, the writer and TED speaker Siyanda Mohutsiwa tweeted a ground-breaking observation. “When we talk about online radicalisation we always talk about Muslims. But the radicalisation of white men online is at astronomical levels,” she wrote, inspiring a series of mainstream articles on the topic (“We need to talk about the online radicalisation of young, white men,” wrote Abi Wilkinson in The Guardian). It is now commonly accepted that online radicalisation is not limited to the work of Isis, which uses social media to spread propaganda and recruit new members. Young, white men frequently form alt-right and neo-Nazi beliefs online.

But this narrative, too, is missing something. When it comes to online radicalisation into extreme right-wing, white supremacist, or racist views, women are far from immune.

“It’s a really slow process to be brainwashed really,” says Alexandra*, a 22-year-old former-racist who adopted extreme views during the United States presidential election of 2016. In particular, she believed white people to be more intelligent than people of colour. “It definitely felt like being indoctrinated into a cult.”

Alexandra was “indoctrinated” on 4Chan, the imageboard site where openly racist views flourish, especially on boards such as /pol/. It is a common misconception that 4Chan is only used by loser, basement-dwelling men. In actuality, 4Chan’s official figures acknowledge 30 percent of its users are female. More women may frequent 4Chan and /pol/ than it first appears, as many do not announce their gender on the site because of its “Tits or GTFO” culture. Even when women do reveal themselves, they are often believed to be men who are lying for attention.

“There are actually a lot of females on 4chan, they just don't really say. Most of the time it just isn't relevant,” says Alexandra. Her experiences on the site are similar to male users who are radicalised by /pol/’s far-right rhetoric. “They sowed the seeds of doubt with memes,” she laughs apprehensively. “Dumb memes and stuff and jokes…

“[Then] I was shown really bullshit studies that stated that some races were inferior to others like… I know now that that’s bogus science, it was bad statistics, but I never bothered to actually look into the truth myself, I just believed what was told to me.”

To be clear, online alt-right radicalisation still skews majority male (and men make up most of the extreme far-right, though women have always played a role in white supremacist movements). The alt-right frequently recruits from misogynistic forums where they prey on sexually-frustrated males and feed them increasingly extreme beliefs. But Alexandra’s story reveals that more women are part of radical right-wing online spaces than might first be apparent.

“You’d think that it would never happen to you, that you would never hold such horrible views," says Alexandra. "But it just happened really slowly and I didn't even notice it until too late."

***

We are less inclined to talk about radical alt-right and neo-Nazi women because they are less inclined to carry out radical acts. Photographs that emerged from the white nationalist rally in Charlottesville this weekend revealed that it was mostly polo shirt-wearing young, white men picking up tiki torches, shouting racial slurs, and fighting with counter-protestors. The white supremacist and alt-right terror attacks of the last year have also been committed by men, not women. But just because women aren’t as visible doesn’t mean they are not culpable.  

“Even when people are alt-right or sympathisers with Isis, it’s a tiny percentage of people who are willing or eager to die for those reasons and those people typically have significant personal problems and mental health issues, or suicidal motives,” explains Adam Lankford, author of The Myth of Martyrdom: What Really Drives Suicide Bombers, Rampage Shooters, and Other Self-Destructive Killers.

“Both men and women can play a huge role in terms of shaping the radicalised rhetoric that then influences those rare people who commit a crime.”

Prominent alt-right women often publicly admit that their role is more behind-the-scenes. Ayla Stewart runs the blog Wife With a Purpose, where she writes about “white culture” and traditional values. She was scheduled to speak at the Charlottesville “Unite the Right” rally before dropping out due to safety concerns. In a blog post entitled “#Charlottesville May Have Redefined Women’s Roles in the Alt Right”, she writes:

“I’ve decided that the growth of the movement has necessitated that I pick and choose my involvement as a woman more carefully and that I’m more mindful to chose [sic] women’s roles only.”

These roles include public speaking (only when her husband is present), gaining medical skills, and “listening to our men” in order to provide moral support. Stewart declined to be interviewed for this piece.

It is clear, therefore, that alt-right women do not have to carry out violence to be radical or radicalised. In some cases, they are complicit in the violence that does occur. Lankford gives the example of the Camp Chapman attack, committed by a male Jordanian suicide bomber against a CIA base in Afghanistan.

“What the research suggests in that case was the guy who ultimately committed the suicide bombing may have been less radical than his wife,” he explains. “His wife was actually pushing him to be more radical and shaming him for his lack of courage.” 

***

Just because women are less likely to be violent doesn’t mean they are incapable of it.

Angela King is a former neo-Nazi who went to prison for her part in the armed robbery and assault of a Jewish shop owner. She now runs Life After Hate, a non-profit that aims to help former right-wing extremists. While part of a skinhead gang, it was her job to recruit other women to the cause.

“I was well known for the violence I was willing to inflict on others… often times the men would come up to me and say we don’t want to physically hurt a woman so can you take care of this,” King explains. “When I brought other women in I looked for the same qualities in them that I thought I had in myself.”

King's 1999 mugshot

 

These traits, King explains, were anger and a previous history of violence. She was 15 when she became involved with neo-Nazis, and explains that struggles with her sexuality and bullying had made her into a violent teenager.

“I was bullied verbally for years. I didn't fit in, I was socially awkward,” she says. One incident in particular stands out. Aged 12, King was physically bullied for the first time.

“I was humiliated in a way that even today I still am humiliated by this experience,” she says. One day, King made the mistake of sitting at a desk that “belonged” to a bully. “She started a fight with me in front of the entire class… I’ve always struggled with weight so I was a little bit pudgy, I had my little training bra on, and during the fight she ripped my shirt open in front of the entire class.

“At that age, having absolutely no self-confidence, I made the decision that if I became the bully, and took her place, I could never be humiliated like that again.”

Angela King, aged 18

King’s story is important because when it comes to online radicalisation, the cliché is that bullied, “loser” men are drawn to these alt-right and neo-Nazi communities. The most prominent women in the far-right (such as Stewart, and Lauren Southern, a YouTuber) are traditionally attractive and successful, with long blonde hair and flashing smiles. In actuality, women that are drawn to the movement online might be struggling, like King, to be socially accepted. This in no way justifies or excuses extreme behaviour, but can go some way to explaining how and why certain young women are radicalised. 

“At the age of 15 I had been bullied, raped. I had started down a negative path you know, experimenting with drugs, drinking, theft. And I was dealing with what I would call an acute identity crisis and essentially I was a very, very angry young woman who was socially awkward who did not feel like I had a place in the world, that I fit in anywhere. And I had no self-confidence or self-esteem. I hated everything about myself.”

King explains that Life After Hate’s research reveals that there are often non-ideological based precursors that lead people to far right groups. “Individuals don’t go to hate groups because they already hate everyone, they go seeking something. They go to fill some type of void in their lives that they’re not getting.”

None of this, of course, excuses the actions and beliefs of far-right extremists, but it does go some way to explaining how “normal” young people can be radicalised online. I ask Alexandra, the former 4Chan racist, if anything else was going on in her life when she was drawn towards extreme beliefs.

“Yes, I was lonely,” she admits.                                                       

***

That lonely men and women can both be radicalised in the insidious corners of the internet shouldn’t be surprising. For years, Isis has recruited vulnerable young women online, with children as young as 15 becoming "jihadi brides". We have now acknowledged that the cliché of virginal, spotty men being driven to far-right hate excludes the college-educated, clean-cut white men who made up much of the Unite the Right rally last weekend. We now must realise that right-wing women, too, are radicalised online, and they, too, are culpable for radical acts.  

It is often assumed that extremist women are radicalised by their husbands or fathers, which is aided by statements by far-right women themselves. The YouTuber, Southern, for example, once said:  

“Anytime they [the left] talk about the alt-right, they make it sound like it’s just about a bunch of guys in basements. They don’t mention that these guys have wives – supportive wives, who go to these meet-ups and these conferences – who are there – so I think it’s great for right-wing women to show themselves. We are here. You’re wrong.”

Although there is truth in this statement, women don’t have to have far-right husbands, brothers, or fathers in order to be drawn to white supremacist or alt-right movements. Although it doesn’t seem the alt-right are actively preying on young white women the same way they prey on young white men, many women are involved in online spaces that we wrongly assume are male-only. There are other spaces, such as Reddit's r/Hawtschwitz, where neo-Nazi women upload nude and naked selfies, carving a specific space for themselves in the online far-right. 

When we speak of women radicalised by husbands and fathers, we misallocate blame. Alexandra deeply regrets her choices, but she accepts they were her own. “I’m not going to deny that what I did was bad because I have to take responsibility for my actions,” she says.

Alexandra, who was “historically left-wing”, was first drawn to 4Chan when she became frustrated with the “self-righteousness” of the website Tumblr, favoured by liberal teens. Although she frequented the site's board for talking about anime, /a/, not /pol/, she found neo-Nazi and white supremacist beliefs were spread there too. 

“I was just like really fed up with the far left,” she says, “There was a lot of stuff I didn't like, like blaming males for everything.” From this, Alexandra became anti-feminist and this is how she was incrementally exposed to anti-Semitic and racist beliefs. This parallels the story of many radicalised males on 4Chan, who turn to the site from hatred of feminists or indeed, all women. 

 “What I was doing was racist, like I – deep down I didn't really fully believe it in my heart, but the seeds of doubt were sowed again and it was a way to fit in. Like, if you don't regurgitate their opinions exactly they’ll just bully you and run you off.”

King’s life changed in prison, where Jamaican inmates befriended her and she was forced to reassess her worldview. Alexandra now considers herself “basically” free from prejudices, but says trying to rid herself of extreme beliefs is like “detoxing from drugs”. She began questioning 4Chan when she first realised that they genuinely wanted Donald Trump to become president. “I thought that supporting Trump was just a dumb meme on the internet,” she says.

Nowadays, King dedicates her life to helping young people escape from far-right extremism. "Those of us who were involved a few decades ago we did not have this type of technology, cell phones were not the slim white phones we have today, they were giant boxes," she says. "With the younger individuals who contact us who grew up with this technology, we're definitely seeing people who initially stumbled across the violent far-right online and the same holds for men and women.

"Instead of having to be out in public in a giant rally or Klan meeting, individuals find hate online."

* Name has been changed

Amelia Tait is a technology and digital culture writer at the New Statesman.

This article first appeared in the 18 March 2013 issue of the New Statesman, The German Problem