In this article, Dan Lyndon-Cohen makes the case that history departments should move from diversifying the curriculum to decolonising it. After reflecting on some examples of how he made the content of his lessons more representative, he explores how the influence of writers such as Michel-Rolph Trouillot and Emma Dabiri inspired him to find…

Inspired by the work of the social and cultural historian Tim Cole, Stuart Farley decided to look again at the way he teaches the Holocaust. He wanted to focus on the geographical concept of place as a way of enabling his Year 9 students to build far more diverse narratives, which took full account of the chronological diversity of people's…

Robin Conway's interest in student-led enquiry derived from a concern to encourage his students to take much more responsibility for their own learning. Here he explains how his department gradually learned to entrust students with defining the enquiry questions and planning the kinds of teaching and learning activities to be used over the course…