By Daniel Adamson (@DanielEAdamson)
Controversy was caused by the recent announcement that orchestral versions of Rule, Britannia! and Land of Hope and Glory would feature at the Last Night of the Proms, in a break with the traditional singing of the anthems. Eventually, this decision was reversed by the BBC. According to the broadcaster, the original change was made in response to COVID-19 restrictions. However, concern had previously been raised that the lyrics of both patriotic songs contained troubling references to Britain’s history of imperialism and slavery.
By Alex White (@alex_j_white)
It’s a sunny day in rural England. A football team is practising on the field outside, a group of schoolchildren are queuing for lunch, and I am working as a teaching assistant as a class of nine-year-olds learn about the Holocaust for the first time.
The room is quiet, and I can’t help feeling tense. The teaching of painful histories always carries emotional baggage, forcing educators to balance the need for factual accuracy with the risk of causing lasting trauma. This is particularly true for young children: their emotional capacities are still developing and many can struggle to separate themselves from traumatic events while others will fail to engage empathetically at all. At the same time, however, the schoolroom has been depicted as a formative space where educators can introduce complex topics in a mediated and emotionally appropriate manner. When schools refuse to teach ‘difficult’ histories, they run the risk of exposing pupils to misinformation from less secure sources. For a topic as emotive as the Holocaust, this can have particularly dangerous consequences.