‘Making Heritage Matter’? Teaching local mining history in primary schools

Abstract

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.

‘It’s part of our community, where we live’: Urban heritage and children’s sense of place

“…The research focused on a partnership between a local mining banner association (hereafter ‘the Association’) and a local primary school. The Association’s leading activist, a former local miner and local history expert, started working with the school, providing talks, ‘learning walks’ (Green and Rayner, 2020; Grimshaw and Mates, 2020; Thomson, 2010) and lessons on mining and trade union history. The partnership developed further with a successful funding bid that paid for visits to local mining museums, miners’ gala attendance and education freelancers to deliver specific lessons.…”

“…Thus, explicitly and critically, the teaching fosters identity work underpinned with a critical pedagogy of place and place-based education that entails tasks focusing on connections to others, the locality, the region and global communities (Jones, 2010; Prosser et al, 2010; Smith, 2002; Thomson, 2010). As we explore in detail elsewhere (Grimshaw and Mates, 2020), the project draws attention to the importance of capturing and developing working-class histories in the spirit of the ‘dig where you stand’ and ‘history from below’ movements in Sweden and the UK respectively (Gwinn, 2017; Lindqvist, 1979; Samuel, 1981).…”

“…Some lessons drew directly on issues raised at the outset by the children, but most were planned by teachers based on previous experience of what had worked in the classroom. Local mining history was used as a lens through which a variety of curriculum subjects could be taught, including maths, English, arts, humanities, music and science (for detailed information about lessons, see Grimshaw and Mates, 2020). The school and the Association also organised field trips to local museums, learning walks and participation at local and regional community events.…”

The industrial past as a tool of possibility: Schooling and social class in a former coalfield community

“…Based in a socially deprived primary school, in a post-industrial setting in the north-east of England, Grimshaw and Mates’ studies (2021, 2022) draw attention to how teaching local mining history can fit within and beyond the demands of the curriculum in primary schools in ways that better connect post-industrial generations to their industrial heritage and lived realities. Their Making Heritage Matter project combined a range of lessons about coalmining history delivered by classroom teachers, visiting specialists and other local community members, partnership groups and organisations.…”

“…Such processes are also evident in other national contexts (see, for example, Freie, 2007; Thomson, 2002). More recent research focuses on the value of teaching local industrial history after deindustrialisation and helps us consider how pupils can better understand their industrial pasts through the formal curriculum and wider engagement with the community, local partnerships, and visiting experts from industry and commerce (see Gibbs & Henderson-Bone, 2022; Grimshaw & Mates, 2021, 2022). To truly know the effects of deindustrialisation in former mining communities we must become attuned to the haunting presence of Britain’s industrial past.…”