Teaching Marginalised and Contested Histories: Pedagogy, Curriculum, and Historical Knowledge
What does it mean to teach a history that has been marginalised?
Questions surrounding the teaching of marginalised, contested, and difficult histories have become increasingly important across educational systems, universities, museums and other sites of historical education internationally. Yet discussions of inclusive and diverse curricula can sometimes obscure a more fundamental question: how, and at what point, does a history become marginalised in the first place?
