‘Making Heritage Matter’? Teaching local mining history in primary schools

Lucy Grimshaw, Lewis Mates*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This article presents the findings of research into the teaching of local industrial history in a socially deprived primary school in post-industrial north-east England. The first of the article’s three substantive sections sets out the methodology and rationale. The second, drawing on qualitative data from participant observation, semi-structured interviews and focus groups with teachers and pupils, presents our main findings; that such teaching can fit with the demands of the English national curriculum; that it can be particularly engaging for children and, drawing on the place-based education literature, that it can also enable children to better understand who they are, in relation to their environment. The discussion section finds that the topic can appeal regardless of ethnicity or gender. We further conclude that schools can benefit significantly in the successful delivery of this teaching from partnerships with the local expertise of relevant community associations.

Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalEducation 3-13
Early online date23 Sep 2020
DOIs
Publication statusE-pub ahead of print - 23 Sep 2020

Fingerprint Dive into the research topics of '‘Making Heritage Matter’? Teaching local mining history in primary schools'. Together they form a unique fingerprint.

Cite this