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Correction published on 21 March 2013, see Educ. Sci. 2013, 3(1), 74.

Open AccessArticle
Educ. Sci. 2012, 2(4), 165-179; doi:10.3390/educsci2040165

History and Super Diversity

Graduate School of Education, University of Bristol, Bristol, BS8 1JA, UK
Received: 23 August 2012 / Revised: 8 October 2012 / Accepted: 15 October 2012 / Published: 22 October 2012
(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)
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The article looks at the perspectives on history amongst adolescent children of different backgrounds living in inner-cities in England and builds on previous research in this area. The current article presents exploratory research which focuses on the views of particular groups of adolescents, namely those from long established settled immigrant communities; those from more recently arrived migrant and immigrant communities; and those from white indigenous communities. An inclusive, perspectival and dynamic approach towards history education is outlined and the underlying view of knowledge and implications for pedagogy of this approach discussed alongside comparisons with other approaches towards the subject. The exploratory work and analysis is used to generate a research agenda through which history for a super diverse society can be developed. Although the research was conducted in the English context, the issues it raises are pertinent elsewhere.
Keywords: history education; super diversity; perspectives history education; super diversity; perspectives
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).

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Hawkey, K. History and Super Diversity. Educ. Sci. 2012, 2, 165-179.

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