Gove's proposals would see pupils studying primarily British history. Image: Alex Leme "Globe" 2009
Show Hide image

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

Getty
Show Hide image

Inside the minds of the Isis murderers

As pressure on the terror group who claimed responsiblity for the Manchester attack intensifies, the threat to Britain will only become more acute.

The police and security services had consistently warned that a significant terrorist attack in Britain was inevitable. Yet no warning could have prepared us for the horror of the suicide attack on the Manchester Arena on Monday night. Twenty-two people were killed and at least 60 were wounded as they were leaving a concert by Ariana Grande in what was the most deadly attack in Britain since the London bombings of 7 July 2005, in which 56 people died.

Like the London bombers, the Manchester suicide attacker, Salman Ramadan Abedi, was British. He was 22, lived in Manchester and studied business management at Salford University before dropping out. He worshipped at Didsbury Mosque. The son of Libyans, Abedi is said to have returned recently from a visit to the North African country, where Islamic State has a foothold.

Ariana Grande is a former children’s TV star who made her name on channels such as Nickelodeon. Her fan base is overwhelmingly young and female, and many of those killed or wounded were children, including Saffie Rose Roussos, an eight-year-old girl from Leyland, Lancashire.

Islamic State inevitably claimed responsibility for the massacre, dismissing the victims as “crusaders”, “polytheists” and “worshippers of the cross”. This is not the first time Islamist terrorists have targeted children.

A Chechen jihadist group calling itself ­Riyad-us Saliheen (meaning “Gardens of the Righteous”) took more than 1,100 hostages, including 777 children, in a school siege in Beslan, Russia, in September 2004. In the event, more than 330 were massacred, including 186 children. Gunmen from the Pakistani Taliban also stormed a school in 2014, killing 148.

For terrorist actors, these are neither whimsical nor irrational acts. Contemporary jihadist movements have curated a broad and expansive intellectual ecosystem that rationalises and directs their actions. What they want is to create an asymmetry of fear by employing indiscriminate barbarism to intimidate and subdue their opponents into submission.

We have grown accustomed to a wave of terrorist attacks being carried out in the name of the self-styled Islamic State ever since the group’s official spokesman Abu Muhammad al-Adnani began prioritising them in 2014. (He was killed in an American air strike on Aleppo province in Syria in August last year.)

The US-led coalition against Islamic State has weakened the terror group in its former strongholds of Mosul in Iraq and Raqqa in Syria. In response, IS has been forced to concentrate more on what it calls “external operations” – by which it means inspiring its sympathisers and operatives to carry out attacks on Western countries. Indeed, al-Adnani encouraged the group’s supporters not to migrate towards IS-held territory but rather to focus their efforts on attacks in their home countries.

“The tiniest action you do in the heart of their [Western] land is dearer to us than the biggest action by us,” he said in an audio statement released last year. “There are no innocents in the heart of the lands of the crusaders.”

Islamic State refers to its strategy as “just terror”. Its framing places culpability for attacks on Western states on these nations themselves by claiming that IS actions are a response to aggression or assault. That much has been outlined in the group’s literature. “When will the crusaders end their hostilities towards Islam and the Muslims? . . . When will they recognise that the solution to their pathetic turmoil is right before their blinded eyes?” the militants ask in the IS magazine Dabiq. “Until then, the just terror will continue to strike them to the core of their deadened hearts.”

IS offered a rationale of this sort as justification for its bombing of a Russian commercial aircraft – Metrojet Flight 9268, travelling from Sharm el-Sheikh in Egypt to St Petersburg. That attack in October 2015 killed 224. Similar reasoning was offered for the attacks in Paris the following month in which 137 people were killed, in a series of co-ordinated, commando-style gun and bomb outrages across the city.

“Revenge was exacted upon those who felt safe,” IS declared in Dabiq. “Let the world know that we are living today in a new era. Whoever was heedless must now be alert. Whoever was sleeping must now awaken . . . The [caliphate] will take revenge for any aggression against its religion and people, sooner rather than later. Let the ­arrogant know that the skies and the lands are Allah’s.”

***

Through my academic research at King’s College London, I have ­interviewed scores of Westerners who became foreign fighters in Syria and Iraq to quiz them about their motives. Last year, one man from High Wycombe who had joined IS told me that it wanted to attack British targets in response to the vote in the House of Commons to extend British air strikes against IS targets to include sites in Syria (the British had only been targeting the group in Iraq until that point). “Do they [the British government] expect us to sit back and do nothing? ­Idiots,” he said.

In this respect, IS frames its attacks as acts of “revenge” and predicates its response on the Islamic principle of qisas, which is comparable to lex talionis or the doctrine of “an eye for an eye”. Qisas was always intended to be a tool of private redress for an individual or his/her family to seek justice in matters relating to bodily harm. Typically, it relates to cases of murder and manslaughter, or acts involving physical mutilation (say, leading to loss of limbs). The principle creates a framework for retributive justice.

The contemporary Salafi-jihadi movement has adopted a particularly innovative approach to the concept of qisas in two ways. First, groups such as IS have taken the idea and construed it in a way that justifies indiscriminate terrorism, such as the attack in Manchester. They argue that qisas has a political dimension and that it can be applied to international affairs in a way that holds civilians responsible for the perceived crimes of their governments.

Second, qisas is normally applied only in cases where the aggressor is known. IS, by contrast, holds every citizen-stranger of an enemy state responsible for the actions of his or her government. Thus, when it released its statement claiming responsibility for the Manchester attack, it said that it had struck against a “gathering of the crusaders . . . in response to their transgressions against the lands of the Muslims”.

It is this militaristic construction of qisas that allows IS to rationalise the bombing of a venue where large numbers of young girls had gathered to watch a pop concert, dismissing them as “crusaders”.

This is not new. In 1997, Osama Bin Laden told CBS News that “all Americans are our enemies, not just the ones who fight us directly, but also the ones who pay their ­taxes”. His rationale was that all Americans, by virtue of citizenship alone, are vicariously liable for the actions of their government.

Just a few years later, Bin Laden used the same idea to justify the 11 September 2001 attacks and also invoked it in reference to the Israeli-Palestinian conflict. “The blood pouring out of Palestine must be equally revenged,” he wrote. “You must know that the Palestinians do not cry alone; their women are not widowed alone; their sons are not orphaned alone.”

IS used the concept most dramatically in January 2015, when it burned alive a Royal Jordanian Air Force pilot, Muath al-Kasasbeh, whose plane had crashed in its territory. A video of the killing was circulated on the internet and social media. The group claimed his bombing raids had killed civilians and that it wanted to punish him with “equal retaliation”, in keeping with qisas.

What is well known about al-Kasasbeh’s murder is that he was burned alive inside a cage – but that is not the whole story. To understand how IS tethered this to the principle of qisas, it is the end of the gruesome video that is invested with most significance. After al-Kasasbeh has died, a truck emerges and dumps rubble over the cage. It was claimed this was debris from a site he had bombed, thus completing the “equal retaliation” of returning like for like. The idea was that IS had retaliated using the two principal forms in which a missile attack kills – by fire or debris.

***

The Manchester attack came on the fourth anniversary of the brutal murder of Fusilier Lee Rigby in Woolwich, south London. Rigby was killed by Michael Adebolajo and Michael Adebowale in the middle of the afternoon on a street outside a military barracks. That attack was in keeping with a pattern we have become increasingly accustomed to in Europe: an unsophisticated plot that employs ordinary, everyday items – a car, say, or a knife.

The consequences of such attacks have been seen across Europe, most notably in Nice on 14 July 2016, when 86 people were killed during Bastille Day celebrations after a jihadist drove a truck into crowds on the promenade. Similar attacks followed in Berlin, Westminster and Stockholm.

The security services find that these murderous attacks are extremely hard to disrupt because they typically involve lone actors who can mobilise quickly and with discretion. The Manchester attack was different. Explosives were used, which means the plot was inherently more sophisticated, requiring careful planning and preparation.

We know that two of the 7/7 bombers had previously trained in Pakistan’s lawless tribal regions, where they honed their skills. In other plots, such as the connected attacks in London and Glasgow Airport of 2007, the explosive devices failed mainly because the bomb-makers had found it difficult to travel abroad and develop their skills in safe environments. Whatever Abedi’s connections, the long war in Syria and Iraq has once again created a permissive environment for terrorist training and attack planning.

The devastating impact of this has already been felt across Europe. Since the Syrian uprising began in 2011, more than 800 Britons are believed to have travelled there to fight. From Europe as a whole, the figure is over 5,000, of which a significant number are believed to have joined IS. Of the British contingent, the security services estimate that about half have returned or become disengaged from the conflict. Of those who remained, a hundred are believed to be active, the rest having been killed.

It is improbable that Abedi acted alone in Manchester or that this plot had no international component. Indeed, he was already known to the authorities (and had returned recently from Libya). As pressure on IS intensifies across Syria and Iraq, the threat to Britain will only become more acute as the group’s sympathisers prepare for what they consider to be a fightback.

This speaks to the scale of the threat facing Britain, and Europe more generally. Our police and security services have been stretched and continuously tested in recent years. Just recently, in March, the Metropolitan Police assistant commissioner Mark Rowley told Radio 4’s Today programme that 13 plots had been thwarted since Lee Rigby’s murder in 2013. Put another way, the police have disrupted terrorist plots every four months for the past four years.

Naturally, Islamic State is not the only threat. On 13 May, one of Osama Bin Laden’s sons, Hamza, released a video, titled “Advice for martyrdom-seekers in the West”, on behalf of al-Qaeda. Hamza, 27, who was his father’s favoured successor to lead the group, called on its supporters to concentrate on attacks in the West rather than migrating to conflict zones in the Middle East and beyond. Scenes of previous ­terrorist attacks in Britain played throughout the video.

The central leadership of al-Qaeda is increasingly looking for opportunities to reassert itself after being eclipsed by Islamic State and losing control of its affiliates in Syria. It needs attacks and a cause in the West with which to revive itself. Hamza therefore cited the January 2015 Charlie Hebdo attack in Paris as a critical example, calling for the assassination of anyone deemed to have “insulted” Islam.

The Charlie Hebdo attack was especially important for al-Qaeda because it enabled the group to transcend the fratricidal conflicts that frequently define relations between the various jihadist groups. In Syria, for instance, al-Qaeda’s affiliates (when it had better control over them) and Islamic State have been in open war with each other.

Yet, the Charlie Hebdo attack brought warm praise from the group’s Islamist rivals because none of them wanted to appear ­unsupportive of an atrocity that had, as the terrorists proclaimed, “avenged” the Prophet Muhammad’s honour.

The British man from High Wycombe who joined IS told me the group had welcomed the attack for precisely those reasons. It was something that, in his view, had confirmed the “nobility” of the attackers, even if they had not been members of IS.

Is it too late for the West to save itself, I asked him. What if the West simply accepted all of Islamic State’s demands: would that provide respite?

The answer was as emphatic as it was stark: “We primarily fight wars due to ppl [sic] being disbelievers. Their drones against us are a secondary issue.”

He went on: “Their kufr [disbelief] against Allah is sufficient of a reason for us to invade and kill them. Only if they stop their kufr will they no longer be a target.”

In other words, we are all guilty, and we are all legitimate targets.

Shiraz Maher is a contributing writer for the New Statesman and a senior research fellow at King’s College London’s International Centre for the Study of Radicalisation.

This article first appeared in the 25 May 2017 issue of the New Statesman, Why Islamic State targets Britain

0800 7318496