Heavey, Anne; (2024) Policy and practice in primary history: the representation of significant women. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This research focuses on how primary teachers approach the teaching of the significant women named on the curriculum in English primary schools. A new national curriculum was introduced in England in 2014. The reform to the history curriculum was controversial and the subject of fierce debate around how representative the content was of modern Britain. Despite these fierce debates, the representation of significant women remains underexplored. A multi-methods approach is utilised, combining documentary analysis of policy documentation and teaching resources, survey responses and interviews. The thesis outlines which significant women have been included in curriculum documentation over time, from 1905 through to the 2014 national curriculum. The thesis considers how well prepared primary teachers are to teach history, the prioritisation of the subject, and the resources that are available. How teachers select and present significant women’s history are examined and evaluated through the lens of the heterosexual matrix. This reveals the explicit and implicit messages that are conveyed about the role and contribution of significant women in society. The named significant women mainly fall into the categories queen, nurse or agitator. This presents children with few significant “categories”. Teachers expand the selection of significant women by including other women in their school curriculums. Teachers’ choices are driven by practicalities and personal confidence. The availability of suitable teaching resources appears to influence choices. Gender stereotypes can manifest in the planning and presentation of the teaching of significant women. Significant women can also be subjected to the male gaze in teaching resources in the form of focus on their appearance, attractiveness and clothing. Despite this, teachers are optimistic that including significant women in the primary history curriculum can address issues around gender equality, revealing a potential mismatch between teacher intentions and realisation in practice.

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