History teachers go back to school as they reshape Scots’ role in the Empire

Teachers in Scotland are learning new skills for the classroom as they reshape how Scottish history in taught in schools. 

With the help of specialists from the University of Stirling, teachers are going back to school to learn how to share a new version of Scots emigrant history. 

This year’s National 5 and Higher history exams carried new wording relating to migration and empire after the Scottish Qualifications Authority (SQA) changed the course specification from “contribution of Scots” in favour of “the impact” of Scots.  

Small but significant change

It was a small change but a significant one, say historians and educators. Until now, schools have been teaching a version of Scots emigrant and colonial history that focuses on Scots as successful pioneers and traders, with limited attention to the effect they had on indigenous people, or to the voices of those who were displaced, exploited or marginalised. 

University of Stirling experts from the Faculties of Social Sciences and Arts and Humanities have been working to teach the teachers - upskilling educators of Scottish history and giving them a deeper understanding of Scots’ impact in Canada, Australia and New Zealand. 

The year-long continuing professional development (CPD) initiative, funded by the Scottish Government and supported by the SQA, has seen teachers from across Scotland attend online seminars and residential weekend workshops, and complete an extensive reading list, all outside of their working hours. 

Navigating a sensitive area

Dr Joe Smith, one of three University of Stirling academics behind the initiative and a former history teacher, said: “The change to the Scottish history exam wording appears subtle but its impact cannot be overstated. This initiative supports teachers to navigate a sensitive area and a whole new set of source materials at an important time for teaching and learning. 

“It is imperative that Scottish settler history is taught with accuracy, sensitivity and depth, and that teachers have the expertise to answer questions pupils increasingly have about colonial history, systemic racism or historical social justice.” 

Fionnuala Glover, a teacher at Holy Rood RC High School in Duddingston, Edinburgh and a participant in the initiative, said: “These histories matter and they have been overlooked for far too long. I left the sessions with a much deeper understanding of the role Scots played across the empire, and the importance of the way history lessons are delivered, both in their tone and their content.”