Teaching Migration, Belonging, and Empire in Secondary Schools

Runnymede Trust and the TIDE Project (University of Liverpool)'s report Teaching Migration, Belonging and Empire in Secondary Schools (published July 4, 2019), explains why a new approach to teaching migration, belonging and empire is required to reflect changing classroom demographics.

Nearly 17% - one in six - of children aged 0-15 in England and Wales are from Black and minority ethnic (BME) backgrounds, and BME young people make up around 27% - more than one in four - of state-funded primary and secondary school pupils.

Inclusion and representation are important. However, teaching migration, belonging, and empire is not relevant to students from current ethnic minorities alone. It offers all young people a fuller understanding of the varied and wide-ranging cultural inputs that have contributed to the making of Britain.

Read the report here

Press release: Teaching Migration, Belonging, and Empire should be mandatory

Our Migration Story overview of teaching migration on the history curriculum


The report highlights that a survey of teachers carried out by the Runnymede Trust, University of Manchester and University of Cambridge education project Our Migration Story found that 78 percent of teachers surveyed wanted training on teaching migration and 71 per cent on teaching empire.

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