|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
This paper describes a recent research project undertaken in England for the Historical Association and the Department of Education, which examined the teaching of emotive and controversial issues in history across the age range from 3-19 years. A key finding was the extent to which the teaching of the official history curriculum in schools may be controversial when it impacts on pupils' individual, collective and community identities. Recognition of these challenges is particularly important within increasingly diverse societies. The paper describes some of the dilemmas which teachers face and analyses particular pedagogical strategies and case studies where pupils engage with controversial issues.