Drawing on findings from the landmark Portrait EMB research project (https://dx.doi.org/10.5287/ora-rvno97kbq), this session explores what is currently happening in schools in relation to teaching about the British Empire, migration, and belonging, and what educators can learn from emerging practice across England.
Based on one of the largest studies of its kind, involving over 1,000 teachers and 3,000 students, the report highlights both the opportunities and challenges involved in teaching these complex and often contested histories. Jason Todd will introduce key findings from one of the largest national studies of its kind, before Amy Smail shares practical insights from comparative case-study schools on curriculum, pedagogy, identity, dialogue, and whole-school culture across a range of subject and pastoral contexts. Beyond the classroom, the session will also consider how schools are attending to the “emotional by-product” of this teaching, with wider implications for school culture and ethos, fostering restorative relationships within and between students, and rethinking the role of student voice. Fred Oxby, Head of History at Wales High School, will then offer a grounded example of curriculum enactment, reflecting on the challenges and possibilities of teaching the British Empire in nuanced, ethical, and engaging ways- drawing on the reports principles. Attendees will leave with research-informed perspectives, practical ideas, and greater confidence in approaching this complex and important area of education.