The literature on a ‘sense of place’ often sidelines the voices of children. Consequently, little is known about how children can be encouraged to develop a sense of place. This matters because a sense of place involves feelings of belonging and attachment, and can contribute to children’s wellbeing and identity. Informed by the research of Bartos and Severcan, we deploy data from a qualitative research project in a primary school in a former coalfield area in the north-east of England to argue that children’s experiences of learning about their urban local history and heritage can help to develop their sense of place. Placing children’s voices centrally in our research, we explore how they engage with learning about local mining history, and the impact of place-based pedagogy. Emphasising the possibilities and importance of their deep involvement with their urban heritage, we show, firstly, the ways in which children’s sense of place is strengthened when they develop a feeling of ownership over their own history. Secondly, we explore how children develop a sense of place through engaging their emotions and physicality, and, thirdly, their senses. We conclude that learning about local history through place-based pedagogy allows children to create and interpret historical events and develop a sense of place. Taking ownership of their history makes the children active participants in telling the story of their place. Children can then develop new ways of seeing themselves in places, as they make connections between the past, present and future.

He has published widely in political history, most recently a book on the politics of the Durham miners' union. He also has research interests in radical pedagogies. 'Making Heritage Matter'? Teaching local mining history in primary schoolsThis article presents the findings of research into the teaching of local industrial history in a socially deprived primary school in post-industrial north-east England. The first of the article's three substantive sections sets out the methodology and rationale. The second, drawing on qualitative data from participant observation, semi-structured interviews and focus groups with teachers and pupils, presents our main findings; that such teaching can fit with the demands of the English national curriculum; that it can be particularly engaging for children and, drawing on the place-based education literature, that it can also enable children to better understand who they are, in relation to their environment. The discussion section finds that the topic can appeal regardless of ethnicity or gender. We further conclude that schools can benefit significantly in the successful delivery of this teaching from partnerships with the local expertise of relevant community associations.

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For the first two decades of the twentieth century, syndicalism (revolutionary trade unionism) was the most vigorous of the left's challenges to the capitalist order in many parts of the world. In Britain, syndicalism was reckoned to have had most impact in the South Wales coalfield but there have been no detailed studies of its influence in other British coalfields. This article explores the various ways in which syndicalism's influence can be gauged in the Durham coalfield, comparing it with the South Wales experience. While the two coalfields had a good deal in common, a number of considerations, most importantly relating to the agency of syndicalists on the one hand and Independent Labour Party (ILP) activists on the other, militated against syndicalism's relative influence in Durham.