Why is diversity so important? How can we approach it?

Advanced search
Browse by:

Department | Year

UCL Theses | Latest

Deposit your research

Why is diversity so important? How can we approach it?

Jackson, DA; Gove-Humphries, A; Bracey, P; (2017) Why is diversity so important? How can we approach it? Primary History (75) 08-12. Green open access

[thumbnail of Jackson_Why is diversity so important.pdf]

Preview

Text
Jackson_Why is diversity so important.pdf - Accepted Version
Download (648kB) | Preview

Abstract

Imagine what the following tell you about the past - a Tudor role play of Queen Elizabeth visiting Kenilworth Castle; a photograph of London during the Blitz; a picture of Viking warriors attacking Lindisfarne monastery. The first of the images can perhaps draw on a family visit to an event or a school trip, provide a sense of fun and relate to ways in which the past is typically presented to people. Each image provides a vivid picture of a time in the past and is a great lead into a topic. However, if they are the only images which children have of different times in the past they would clearly present a stereotypical view of the periods in which each event happened. We believe that teaching diversity provides an essential means of ensuring that children and adults can critically evaluate how well such images relate to different times by providing insights into the lives of different people who lived at different times in the past.

Type:	Article
Title:	Why is diversity so important? How can we approach it?
Open access status:	An open access version is available from UCL Discovery
Publisher version:	https://www.history.org.uk/publications/categories...
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification:	UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI:	https://discovery.ucl.ac.uk/id/eprint/1559263