The fruit of a two-year research project, this book aims to provide the first historical account of the teaching of history in twentieth-century England, and a series of reflections and suggestions which will inform, feed into and influence the current debate over teaching in schools, a debate which seems likely to go on for several years.

About the Author

SIR DAVID CANNADINE is the Queen Elizabeth the Queen Mother Professor of British History at the Institute of Historical Research, University of London. Since 2005 Professor Cannadine has been Chairman of the Trustees of the National Portrait Gallery. He is also a Trustee of the Kennedy Memorial Trust, the British Empire and Commonwealth Museum, and the Rothschild Archive, a Commissioner for English Heritage, a Member of the East of England Regional Committee for the National Trust, and a member of the Advisory Committee of the Royal Mint. He is Vice-Chair of the Editorial Board of Past and Present, a member of the Editorial Board of the History of Parliament, and a judge for the Wolfson Prize for History. He has been a member of the Advisory Council of the National Archives, a member of the Archives Task Force, and a Historical Advisor to the Cabinet War Rooms / Churchill Museum. He is also a regular broadcaster on television and radio in the United Kingdom.

JENNY KEATING is a Research Fellow for the History in Education Project at the Institute of Historical Research, London. With degrees from Sussex University, UK, and Monash University, Australia, she has previously worked as a museum curator, teacher, advice worker and journalist. Her book A Child for Keeps: The History of Adoption in England, 1918-45 was published by Palgrave in 2008.

NICOLA SHELDON is a education historian and former headteacher, and currently a Research Fellow for the History in Education Project at the Institute of Historical Research. Her research interests include truancy and school-family relationships. She has published articles on the web for History and Policy as well as journal and newspaper articles, and has recently moved into the study of the history of child care institutions.