Correction published on 21 March 2013, see Educ. Sci. 2013, 3(1), 74.
History and Super Diversity
Graduate School of Education, University of Bristol, Bristol, BS8 1JA, UK
Educ. Sci. 2012, 2(4), 165-179; https://doi.org/10.3390/educsci2040165
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)
AbstractThe 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. View Full-Text
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In the article detailed above figure 1 on page 174 in  is incorrect. The correct figure should be:
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Hawkey, K. History and Super Diversity. Educ. Sci. 2012, 2, 165-179.
Hawkey K. History and Super Diversity. Education Sciences. 2012; 2(4):165-179.Chicago/Turabian Style
Hawkey, Kate. 2012. "History and Super Diversity." Educ. Sci. 2, no. 4: 165-179.
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