Identity shakers: cultural encounters and the development of pupils' multiple identities


By Jamie Byrom and Michael Riley, published 31st May 2007

History teachers are increasingly used to the idea that helping pupils reflect on and understand identities is one of the central purposes of history education. In this article Jamie B yrom and Michael Riley reflect on what thinking about identity historically might mean; by considering the history of encounters between the West and Islam in their full complexity, they suggest that history can ‘shake up’ simplistic and singular notions of identity and help pupils think in plural and complex ways.

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