ABSTRACT
It is very easy to overlook the perspective of pupils when considering the teaching of history. There have been numerous books and articles written, both professional and academic, that discuss a range of issues associated with history pedagogy, the purposes of teaching history, what should be taught and so forth. Many of these debates are held between the ‘grown ups’, but what do pupils make of studying the past and do they make sense of it in ways that teachers and educationalists want? This chapter provides insights into the ways that pupils engage with history in schools.
