This article reflects on the implications for practitioners, researchers and policy makers of the future of the humanities in primary schools, in the light of the challenges facing future generations. There is wide divergence in the four jurisdictions of the UK. The humanities are perceived as important, in principle, though curriculum frameworks differ. However, the status of the humanities is often uncertain, in practice, given the current emphasis on outcomes in literacy and numeracy. There is a lack of robust research on how and by whom the humanities are taught. The more theoretical articles suggest that the humanities, broadly conceived, are an essential aspect of young children’s education, to enable a deeper understanding of human culture and identity and develop the qualities and values needed in a diverse world. Curricular breadth is needed and that a focus on propositional knowledge is limiting. While this has implications for the whole curriculum, History, Geography and Religious Education have key roles in meeting these aims and in engaging and motivating young children. A stronger policy steer to ensure that schools give more priority to humanities education, with greater investment in professional development in Initial Teacher Education and beyond.
Eaude, TonyButt, GrahamCatling, SimonVass, Peter
Faculty of Humanities and Social Sciences\School of Education
Year of publication: 2017Date of RADAR deposit: 2017-03-28