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

Grimshaw, Lucy and Mates, Lewis (2022) '‘Making Heritage Matter’? Teaching local mining history in primary schools.', Education 3-13, 50 (1). pp. 25-39.

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.

Item Type:Article
Full text:(AM) Accepted Manuscript
Available under License - Creative Commons Attribution Non-commercial 4.0.
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Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1080/03004279.2020.1825509
Publisher statement:This is an Accepted Manuscript version of the following article, accepted for publication in Education 3-13. Grimshaw, Lucy & Mates, Lewis (2022). ‘Making Heritage Matter’? Teaching local mining history in primary schools. Education 3-13 50(1): 25-39. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Date accepted:09 September 2020
Date deposited:06 September 2021
Date of first online publication:23 September 2020
Date first made open access:23 March 2022

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