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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When heritage becomes hate: why my home town of Charlottesville needs to address its complex past

After an invasion of white supremacists, we need to see what our history means today.

Watching a tragedy happening in slow motion, without any way to stop it - that’s how it has felt to be from Charlottesville, Virginia in the summer of 2017. A city that used to always get voted “happiest town in the USA” when I was growing up was the target this weekend of an ugly white supremacist movement whose roots spread far from the city.

It was a huge surprise when we won the lottery of Nazi flags, with our stupid old statues that have become icons of international fascism, with a park named after a distantly forgotten old man becoming a site of struggle for an attempted racist coup of the United States. Our first reaction is: they aren´t from here. Our second: make them go away. Our third: a realisation we need to examine the way that our own ways of life, which we thought so harmless, have inspired such horrible feelings in strangers.

Maybe for my African-American classmates at high school the statue of Confederate general Robert E Lee, and the park when it was still named after him rather than Emancipation Park, always meant violence. Pulling the statue down says no more about the historical Lee than tearing down Lenin in '89 says about socialism. We've been invaded by people pretending to protect us from invasion, and the symbols of our past will never matter as much as living people do.

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The invaders picked our town, probably, because Virginia was a confederate state, and was in fact where the southern gentry used to live. Lee exemplified this tradition. He was son of Lighthorse Harry Lee, a hero of the revolutionary war and governor of Virginia, and is a descendant of one of “Virginia’s first families,” the aristocratic Englishmen who emigrated to Virginia when it was a British colony. He is part of Charlottesville's heritage, and perhaps not even all that shameful a part. He opposed the secession of the confederacy, supported the reconstruction after the war, including giving rights to recently freed slaves. Not exactly woke, but for a confederate general, not as bad as some.

We were taught at Venable Elementary School that he fought only reluctantly, to defend his land, not slavery. In the version we learned, one would imagine Lee being very opposed to people from the Midwest coming to Virginia in cars with Ohio license plates to murder Virginians. Many non-racist Virginians, including quite a few friends, respect Lee deeply - the same is true in towns like New Orleans where other Lee statues are being taken down. Yet if once we could fool ourselves into thinking that the statue didn't represent hatred and racial hierarchies, we can't anymore. The discussion of local history has turned into one of national identity. The statue should be gone by Christmas. 

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The real hero of Charlottesville is the town’s founder, Thomas Jefferson, who was among the most enigmatic of the founding fathers, idealistic and hypocritical - a real American, in other words. His idea of the gentleman farmer is also part of our heritage. It was an alternative to Hamiltonian industrial capitalism, but lost out in the tustle to shape American history. Much like English contemporaries such as William Cobbett, Jefferson believed in a rural ideal, reading poetry by morning, farming by afternoon, playing the harpsichord by night. His thought is also present in our beautiful "academical village" of the University of Virginia which he also founded. It is one of UNESCO’s few world heritage sites in the United States, so I guess it is part fo the globe's heritage as well, and it is also where the white supremacists stomped around with their tiki torches.

It’s time for us to stop being romantic about Jefferson, too. The statue in our minds needs to come down. We can recognize the great parts of his work, of his thought, in Charlottesville today, but we can also recognise that he allowed himself to use violence to dominate others, that he owned slaves and raped them. And we can recognise that equivalent scenarios continue to play out today, and will continue to play out until we are willing to face the truth.

There can be no more excuses. It’s not about Jefferson, or Lee, after all. We use monuments, statues, heroes, to inspire ourselves. In the end, the “truth” about Jefferson or Lee is a matter of trivia and history. Today, for every white male in America, we need to deconstruct the parts of our identity built on the graves of others. It’s not easy.

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Jefferson's gentleman farmer was the forerunner of the people who populate the gentrified Charlottesville that exists today of expensive coffee-shops and celebrity-filled suburbs. This romantic idea, much like the lifestyles of the American and English elite today, seems to engender a lot of resentment from those who can only watch helplessly, and are often gentrified out. It’s not only immigrants or, in the United States, African-Americans, who are denied access to America's Williamsburgs and Charlottesvilles, London's Shoreditches and Oxfords. In Charlottesville, descendants of white sharecroppers and black slaves alike are unable to afford $15 glasses of local Virginia wine.

The paradox implicit in Jefferson’s beautiful idea is that in the end, it’s impossible to sustain this chilled-out and happy lifestyle without the labor being done by others, be they slaves, sharecroppers, or factory workers in China. If America is in trouble now, the conflict comes precisely from the fact that our universalist ideas of freedom, equality, and liberty correspond to an economy that is anything but universal. We actually did it, keep doing it, and unless we can use these ridiculous men dancing through our streets iin Halloween costumes as a funhouse mirror to make us see ourselves as we are, we’ll probably keep doing it.

I resent Jefferson for his hypocrisy, because in truth, I would love it if America looked more like Charlottesville than the industrialized and nasty-looking Interstate 95 highway that leads up the East Coast, the aftermath of Hamiltonian industrial-revolution factory America. The New Jersey towns, the gas stations, what we contemptuously call “McMansions,” suburban Northern Virginia... none of it is really authentic enough. Parallel to the rich and ugly suburbs, are poor and ugly towns, the sort of places with unemployment and discounts on cereal that tastes like sugary trash in the supermarket.

The residents of these towns don’t hate the residents of more gentrified towns for our organic granola, they hate the world for the structures of oppression that they can’t escape, even as an international class, an educated class, a well-meaning class, escapes without even needing to. We coexisted in the same place but not the same set of opportunities, and we glided on to new and bigger worlds of possibility, ones denied to those of different class backgrounds, regardless of their ethnicity.

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Some of my African-American classmates at Charlottesville High School were likely descendants of Jefferson’s slaves, coming from poorer neighbourhoods and housing projects and taking "standard" level classes, with honors and AP classes for students whose parents worked in the University (very liberal, of course), a genteel place where every year, some kid wears blackface or a Nazi outfit to a party - as a joke, of course. While my classmates in AP and Honors classes got help from our teachers in applying to Ivy League schools, the general level classes saw black and white students who shared poorer backgrounds acting out to get attention from harried teachers. This was public school, but Charlottesville’s many excellent private schools, of course, didn’t even have the general level students at all.

Despite some southerners such as Lee supporting the post-war “reconstruction,” white resistance to racial equality led to a Jim Crow system that wasn’t much better than slavery, and an American South which dozed in sweaty decline while the rest of the country industrialised and modernized. From 1865 to 1965, not much happened in the South. True, there were intellectual movements like the Agrarians, whose 1920s manifesto “I’ll Take My Stand” I found one high school afternoon in the local bookstore, we had our Faulkners, our occasional geniuses. But as a society, it was stagnant. 

It was only when the civil rights movement began that the south began to actually rise again. UVa went from being a minor regional school to being a world-class one. Charlottesville went from being a mediocre gentleman’s club to a place that people of all backgrounds could make lives for themselves in the public service. And we, the public, gained so much - that’s why my family chose to live there.

I remember as a child strolling the beautiful downtown mall to go to dinner al fresco with my parents, my father pointed out a man in a turban; it was Satyendra Huja, a Sikh professor at the university who had planned the downtown mall, and made a useless street into one of the nicest places to congregate in town. In 2012, Huja became the mayor. I guess the former mayor of Charlottesville who single-handedly made Charlottesville one of the most charming towns in the country often gets told to “go home,” as if that's somewhere else.

Martin Luther King Jr.’s birthday is a national holiday in the United States, but in Virginia it used to be “Lee/King/Jackson” day, with two confederate officers added in just as a reminder. That’s not really our heritage, and as students, we were grateful for the day but always laughed at how immature it was that the powers that be needed to block out Dr. King’s achievements so much.

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Charlottesville is a southern town true to and even obsessed with our heritage - a place filled with museums, historians, bookstores - which wants to dissect that heritage to remove the parts of our forefathers (and mothers) lives that we can’t accept, like a sandwich that you open up, take the pickles out of, and then keep on eating. We love our heritage in Virginia. We read about it, celebrate it, live it every day. But heritage isn’t a static thing, fixed in time, and the walls between myth and history are thin. In fact, perhaps knowing about your heritage is the ultimate form of privilege. I doubt that either the descendants of slaves I went to high school  with, or the “redneck” (so-called because they got sunburned by working in the fields - “redneck” is a class slur) descendants of the illiterate sharecroppers of rural Maryland, do. 

What happened this weekend to Charlottesville could happen to any town as long as we those who are deprived of their history and who don’t feel at home in their hometown. But the Charlottesville I remember, and the one it is now, proves that you can go from war and conflict and institutionalised racism to one where people of all races and identities can coexist, for the most part, peacefully and happily. We can, if we try, honor Jefferson for his achievements without forgetting the slaves his beautiful buildings were built by. A “Memorial to Enslaved Laborers” is being built on the campus he founded.

For the first time, every one of my old friends is thinking about racism, white privilege, the origins of violence, and what we can do about it. We can honor Jefferson and General Lee’s memory best by trying to learn from their mistakes. Maybe, if it seems like we are able to solve these problems, I’ll have a child myself. I hope she goes to Venable Elementary School, and I’ll take her to Emancipation Park afterwards.

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