Citizenship, nation, empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching, but rather a carefully crafted curriculum for all children which fused civic as well as imperial ambitions.
The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, nation, empire is a timely study of the formative influences that shaped the history curriculum in English schools
Table of Content
Introduction
Part I:
Contested Histories: the teaching of history in its “Golden Age”
Enlightened Patriotism? Or, what was history for?
The Renaissance of the Child: Educational theory and the teaching of history
Part II:
Imperial values and enlightened patriotism in the teaching of history, c. 1880–1930
Imperial values in the teaching of history I: national origins, seafaring and the Christian impulse
Imperial values in the teaching of history II: the English ‘race’
Enlightened Patriots: Heroes, heroines and ‘pioneers of progress’ in the teaching of history
History in War and Peace
Conclusion
Index
About the author
Peter Yeandle is Lecturer in History at the Loughborough University
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