Mediating Narrative in Classroom History

Abstract

This article looks at the changing status of narrative in classroom history and the ways in which narrative is mediated in history classes at Key Stage 3 (ages 11-14) in England. It includes the views of departmental heads responsible for the history curriculum and other history teachers on the place of narrative in the history curriculum as well as observations of history lessons. The research is set in the context of the English history national curriculum although the relevance to curricula elsewhere is evident. The discussion is located within a discourse of different models of good practice both generic and specific to narrative. The research findings suggest that, despite a mixed economy of methods and priorities within different history departments, the prevailing trend is a dilution of the academic tradition towards one which stresses an accessibility agenda. The impact of this on the place of narrative in history classes is considered and areas for further research are identified.