What a humbling week I've had.  My colleague and I decided to run a Pirate's Training School for the end of term activities week. You would not believe the strategy document we wrote, justifying our proposal (even complete with detailed, broken down budgets). I think people are beginning to learn why you should never ask a history teacher to justify themselves: they get a very, very detailed answer!  We were really fortunate to be oversubscribed (even those leading the week told us of their shock that students were actually opting for something with an historical element and thus - in their view - dull).  But, we had a huge number of students (they - not us! - turned many down!)... and I think (hope!) we spent the next few days proving that learning (and history) is anything but dull. Among other things, we ventured back and introduced them to famous pirates (teachers in role of course - you can see my colleagues Juliette and Alex in the photo).  I went off on a Disney tangent and became the crocodile from Hook (come on, even History teachers are allowed to be silly and ahistorical!). Then it was the pirate code (you can find these genuine articles on the web), followed by training in pirate songs (again, all over the web).  Next came boat making (the fact we couldn't crack it in paper showed students the sheer skill and craftsmanship of these boatbuilders). This first day ended with a fantastic 'ship wreck' obstacle course.  The nex We then reviewed pirates in film - how they've been portrayed through the silver screen - from Errol Flynn to Johnny Depp. Then it was a review of contemporary sources: were these silver screen representations accurate?  So then came the students' turn to create their own Hollywood dramatisation of a recorded event, based on the sources... And OMG (as I hear the kids say?!): the results were staggering.  In a mere 2 hours, the students' productions were utterly awesome.  They'd even made films that had 'bloopers' scenes at the end, showing their mistakes as they'd misunderstood the sources - how amazing is that!!!!  SO, it really made me have that glowing, great feeling that History is liked by the students, and that it's fun. It was so uplifting to watch the students go home singing and wearing their pirate clobber with pride! Brilliant end to the term.  

I attended this really thought-provoking debate last night, chaired by David Cannadine.  Ed Podesta has given a great summary on his blog, and I've posted some replies (which I've copied here). 

Whether you're just starting out in teaching, or a more seasoned pro, there was plenty of food for thought thrown up by the debate - which Ed Captures brilliantly, and I try (badly) to add to!  If my comments here seem out of context - they are a little: you may want to read Ed's stream first here: http://www.onedamnthing.org.uk/?p=754
  
Hi Ed
I too was at the debate, and think you’ve really captured the essence well. But I’d add a further ‘crack’ that was less obvious, unless we stand back from the hall itself in which we all sat last night. As I looked around the hall, what was clear was that there were many, many familiar faces… having just come back from the SHP Conference and seen many of those same faces, it made me begin to ponder: what of those 100s of history teachers who are untouched by these important debates and CPD opportunities? As a historian, I am able to appreciate that individuals can play a major role in affecting change (particularly of ideas), but the familiar individuals in the hall last night are also many of those who blog, tweet and write for TH, to name but a few of the communications that are harnessed. BUT, if we are going to protect history and all that’s good it in, and continue to push it forwards as a pillar of great education, what of the 100s of history teachers who do NOT attend such debates, CPD events, read TH or people’s blogs? What happens in their classrooms? What do they do when the door closes, and each becomes ‘king of their castle’, [partly] responsible for and moulding the minds of the future? Even the ground-breaking and insightful results of the HA survey – which, surely, every department has a vested interest in responding to – does not get responses from every department. Where are these teachers? What informs their thinking, planning, doing and reflection? Of course, I’m not trying to claim that these teachers are in some way ogres. Rather, there are 100s of history teachers out there (including primary teachers, the non-specialists, and those having to teach in project-based curriculums) and our bigger concern should be how we draw in these ‘unknowns’ to create a united, community of teaching professionals, who are nationally, regionally and locally engaged in debate: NOT just the familiar faces. Until we do this, our debates and reflections are at risk of preaching to the converted, and not reaching the whole community that we need to bring in if we are to really protect all that is good about history.

Ed [very kindly] replied, citing the positive reports Ofsted show about history teachers, and the fact there are many regional hot beds of history teaching.  But he agreed that there is a risk of too much uncertainty and criticism of teachers leading to disengagement and resentment.  Here's how I responded:

I’m most intrigued by your comment that “uncertainty and criticism of history teaching and teachers is more likely to cause withdrawl and resentment than it is engagement”… I’d actually started writing something about this in my first post and thought it would be rude to witter on for too long (!), so I’m really glad you’ve brought it up. Working with PGCEs and NQTs, and when I reflect on my own practice, I am sometimes worried by the amount of criticism we levy at ourselves. I totally am in favour in self doubt (I really liked your post about this earlier this month), although if we add the dimension of self doubt PLUS criticism from the outside, it is too much! As some of the most intelligent graduates, capable of amazing critical review and soul-searching, I wonder if I’m being over worried / paranoid to fear that debates like the one at present can serve to disenfranchise people from our profession. To illustrate, our brand new NQT, who literally started last week, joined me at the debate last night. She is a brilliant, bright, light of the future – and yet she left the debate feeling scared for the future. As her mentor, I want to encourage, feed and nuture her – not have her startled and straggled before she’s even begun. Healthy debate is crucial – it’s one of the central features of civilised society (particularly liked Husband’s point on history’s purpose in this), but when does healthy debate become unhealthy? In the case of my NQT, should I protect her – or let her experience those harsh realities now so that she is weathered for future (likely) storms? I like your reference to McIntyre as a way forward, but having used this approach with my Dept – and indeed reaped the benefits – we’re now in a position where we feel bold enough to think about some big, big questions (WHY are teaching it in this way, WHY have we included this topic in our KS3 programme), and our thoughts to these kinds of questions are really being influenced by the big debates we saw last night and being played out in the media at present. The risk is that, as you say, we disengage and withdraw – just as we’re dipping our toes in the water (in the case of my dept), we get frightened off and retreat back… Coming out again could take a long time.