ABSTRACT
Part 1 of this book began with small-scale research studies exploring ways of teaching the three strands of historical enquiry. Interestingly they were not all undertaken by English history educators. They included studies from Portugal, Turkey, Malta and Brazil, influenced by previous English research. Meanwhile history in English primary schools became marginalised. Yet many teachers have continued to develop innovative practice, as is evident from the articles quoted in this book that they have contributed to Primary History. Classroom-based research, which explores new approaches, analyses, evaluates and reflects on them, comes from freedom for teachers to take professional responsibility for the timetable and curriculum and freedom from fear of taking risks.
