Advancing the teaching and learning of multicultural British history in the Key Stage 2 primary school classroom

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNResearchpeer-review

Abstract

This paper draws on my current research interest: re-conceptualising the story of Britain's migrant past as framed by the Key Stage 2 national curriculum. I have compared and connected some examples of minority-ethnic group mass-migration and settlement (MEGroMMaS) over the ages: Saxons of the 5th century and Vikings of 8th century (the teaching and learning about these migrant groups of people is national policy and a statutory obligation for coverage in the Key Stage 2 classroom) to that of Afro-Caribbean MEGroMMaS in Britain since 1948 (this Afro-Caribbean legacy of migration is absent from the Key Stage 2 national curriculum). I applied auto-ethnography as method to generate and to develop my personal and professional understanding of the issue. I applied Vertovec's (1996) epistemological concept the ‘diasporic imagination' and Rüsen's (2006) typologies of ‘historical consciousness' to assist my thinking. I shared my evaluations and findings with Key Stage 2 primary school teachers of history. My findings indicate that their thinking and practice concerning the story of Britain's migrant past as framed by the Key Stage 2 national curriculum is advanced through their engagement with marginalised accounts of MEGroMMaS in Britain.
Original languageEnglish
Title of host publicationInternational Council for Education and Teaching (ICET) World Conference 2016
Place of PublicationInternational Council for Education and Teaching (ICET)
Pages0-0
Number of pages1
Publication statusPublished - 23 Jul 2016
EventInternational Council for Education and Teaching (ICET) World Conference 2016 - University of West Indies, Jamaica Pegasus Hotel, Kingston, Jamaica, 23 July 2016
Duration: 23 Jul 2016 → …

Conference

ConferenceInternational Council for Education and Teaching (ICET) World Conference 2016
Period23/07/16 → …

Fingerprint

primary school
migration
classroom
ethnic group
migrant
minority
Teaching
history
curriculum
learning
historical consciousness
research interest
primary school teacher
ethnography
obligation
typology
coverage
evaluation
Group

Cite this

Moncrieffe, M. (2016). Advancing the teaching and learning of multicultural British history in the Key Stage 2 primary school classroom. In International Council for Education and Teaching (ICET) World Conference 2016 (pp. 0-0). International Council for Education and Teaching (ICET).
Moncrieffe, Marlon. / Advancing the teaching and learning of multicultural British history in the Key Stage 2 primary school classroom. International Council for Education and Teaching (ICET) World Conference 2016. International Council for Education and Teaching (ICET), 2016. pp. 0-0
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Moncrieffe, M 2016, Advancing the teaching and learning of multicultural British history in the Key Stage 2 primary school classroom. in International Council for Education and Teaching (ICET) World Conference 2016. International Council for Education and Teaching (ICET), pp. 0-0, International Council for Education and Teaching (ICET) World Conference 2016, 23/07/16.

Advancing the teaching and learning of multicultural British history in the Key Stage 2 primary school classroom. / Moncrieffe, Marlon.

International Council for Education and Teaching (ICET) World Conference 2016. International Council for Education and Teaching (ICET), 2016. p. 0-0.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNResearchpeer-review

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Moncrieffe M. Advancing the teaching and learning of multicultural British history in the Key Stage 2 primary school classroom. In International Council for Education and Teaching (ICET) World Conference 2016. International Council for Education and Teaching (ICET). 2016. p. 0-0