Context, consciousness, and caution: Teachers of history and the exploration of sensitive and controversial issues in practice

Whitehouse, Sarah

Abstract

This thesis is about primary and secondary school teachers of history. Previous research conducted by Kitson and McCully (2005) indicates that there is a reluctance by some teachers to engage with the teaching of sensitive and controversial issues. In response to this, I have explored teachers’ experiences of teaching such issues in state schools in England since 2010. Turner Bisset’s (1999) research on the knowledge that teachers draw on when teaching history has been used as a theoretical frame and I have considered how this knowledge is used in the context of teaching sensitive and controversial issues. A bounded case (Stake, 1995) was adopted as a methodological approach. The research was conducted in two phases. In Phase One, two focus group interviews were undertaken, and six unstructured individual interviews were held in Phase Two. Thematic analysis was used to analyse the data drawing on Turner- Bisset’s (1999) research as structure. Individual interviews were presented through a series of personal responses. The research demonstrated how the context of the school is fundamental in influencing teachers’ practice, particularly in light of political changes in society. Self-surveillance was identified as a key strategy, adopted in the teaching of sensitive and controversial issues.

Citation

Whitehouse, S. Context, consciousness, and caution: Teachers of history and the exploration of sensitive and controversial issues in practice. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/6035494

• Thesis Type: Thesis
• Deposit Date: Jun 18, 2020
• Publicly Available Date: Jan 13, 2021
• Public URL: https://uwe-repository.worktribe.com/output/6035494
• Award Date: Jan 13, 2021