{"id":3631,"date":"2022-03-15T11:35:39","date_gmt":"2022-03-15T11:35:39","guid":{"rendered":"https:\/\/research.reading.ac.uk\/education\/?p=3631"},"modified":"2022-09-20T11:10:42","modified_gmt":"2022-09-20T10:10:42","slug":"news-prof-richard-harris-professor-of-history-education-university-of-reading-and-his-former-students-gave-an-invited-research-talk-for-the-university-of-birminghams-centre-for","status":"publish","type":"post","link":"https:\/\/research.reading.ac.uk\/education\/2022\/03\/15\/news-prof-richard-harris-professor-of-history-education-university-of-reading-and-his-former-students-gave-an-invited-research-talk-for-the-university-of-birminghams-centre-for\/","title":{"rendered":"NEWS \u2013 Prof. Richard Harris (Professor of History Education, University of Reading) and his former students gave an invited research talk for the University of Birmingham\u2019s Centre for Research in Race and Education"},"content":{"rendered":"

Prof. Richard Harris<\/strong><\/a>\u00a0(Professor of History Education, University of Reading), together with Saiba Sandhu (his former BA in Education Studies dissertation student) and Meggie Copsey-Blake (his former Master\u2019s dissertation student) gave an invited research talk, titled \u2018<\/em>Absence, distortion and disconnection: the challenge of history teaching, identity and ethnicity\u2019\u00a0<\/em>for the University of Birmingham\u2019s Centre for Research in Race and Education<\/strong><\/a>.<\/p>\n

The talk is based on Saiba\u2019s undergraduate dissertation project which looks at young adults\u2019 experience of history education and how it has contributed (or not) to their sense of self. Interviewing 20 young people from a range of ethnic backgrounds, the study found that the majority of participants genuinely felt history was an important subject and that it should be used to explore the past from multiple perspectives, and had the potential to create a more cohesive society based on deeper mutual understanding of history. However, this was being hampered by a history curriculum that presents a white, Anglo-centric narrative template about the past. Consequently, many students struggled to connect to school history, and many encountered an absent, partial or fractured narrative of their heritage. This in turn creates additional hurdles for them in their adolescent years. Participants\u2019 personal and on-going research into \u2018their\u2019 histories helped many find a stronger sense of self.<\/p>\n

For this project, Meggie served as the research assistant and did much of the interviewing, transcription. All three team members contributed to the data analysis and the writing of the project\u2019s resultant article.<\/p>\n

To learn more about Prof. Harris\u2019s research interests, visit his profile page\u00a0here<\/strong><\/a>. He tweets at\u00a0@Dr_RJHarris<\/strong><\/a>.<\/p>\n

\"\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Prof. Richard Harris\u00a0(Professor of History Education, University of Reading), together with Saiba Sandhu (his former BA in Education Studies dissertation student) and Meggie Copsey-Blake (his former Master\u2019s dissertation student) gave…Read More 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