Publication date: 27 November 2025
DOI: https://doi.org/10.14324/111.9781800080683
Number of illustrations: 79
Teaching Slavery
New approaches to Britain’s colonial past
Katie Donington (Author), Abdul Mohamud (Author), Robin Whitburn (Author), Nicholas Draper (Author)
This groundbreaking book brings together the latest academic research on Britain’s involvement in transatlantic slavery, with innovative thinking on the teaching of such challenging histories in the classroom. It provides an essential framework for transforming how slavery is conceptualised and taught in British secondary schools by addressing three specific areas of concern: limits of teacher training on historical content and pedagogical approaches; the scarcity of high-quality, appropriate, research-based resources; and the lack of published material to guide teachers on the principles, knowledge and practice for ethical classroom engagement.
Drawing on insights from a long-term partnership between historians and educators, Teaching Slavery combines sophisticated historical analysis with practical pedagogical guidance. The early part of the book offers thorough historiographical examination of key themes, including race, the gendering of slavery, resistance and rethinking abolition. These are followed by detailed guidance on overcoming the challenges of teaching these histories, including exemplar enquiries to help establish a classroom where teachers and students can confidently engage in dialogue about key ideas, including the construction of race and racism. Throughout, the authors emphasise the importance of historical specificity and the need to critically engage with Britain’s history of slavery and empire.
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Imperial Science, the Organic Movement and the Path to Shangri-La, 1900-1969
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Teaching Slavery
New approaches to Britain’s colonial past
Publication date: November 27, 2025
Open Access PDF ISBN: 9781800080683
Paperback ISBN: 9781800080690
Hardback ISBN: 9781800080706
Trim size (hardback): 23.4cm x 15.6cm
Trim size (paperback): 23.4cm x 15.6cm
This groundbreaking book brings together the latest academic research on Britain’s involvement in transatlantic slavery, with innovative thinking on the teaching of such challenging histories in the classroom. It provides an essential framework for transforming how slavery is conceptualised and taught in British secondary schools by addressing three specific areas of concern: limits of teacher training on historical content and pedagogical approaches; the scarcity of high-quality, appropriate, research-based resources; and the lack of published material to guide teachers on the principles, knowledge and practice for ethical classroom engagement.
Drawing on insights from a long-term partnership between historians and educators, Teaching Slavery combines sophisticated historical analysis with practical pedagogical guidance. The early part of the book offers thorough historiographical examination of key themes, including race, the gendering of slavery, resistance and rethinking abolition. These are followed by detailed guidance on overcoming the challenges of teaching these histories, including exemplar enquiries to help establish a classroom where teachers and students can confidently engage in dialogue about key ideas, including the construction of race and racism. Throughout, the authors emphasise the importance of historical specificity and the need to critically engage with Britain’s history of slavery and empire.
Brilliantly conceived and drawing on the expertise of researchers in both History and Education, Teaching Slavery offers important new insights into our understanding of transatlantic slavery. Thoughtful and innovative, it will prove invaluable to those engaged in teaching and learning about the history of British slavery. A cutting-edge book that promises to change the way we think and write about transatlantic slavery, as well as its place in our history and memory.
John Oldfield, Professor of Slavery & Emancipation, University of Hull, and former Director of the Wilberforce Institute.
The teaching of slavery is one of the most fraught and disconcerting tasks facing educators right now. In an atmosphere of polarisation and political sensitivity, what they need is guidance from expert historians, nuance, precision, rigour and the wherewithal to withstand critique. These are precisely the qualities this marvellous resource offers. It should be consulted repeatedly by anyone who is serious about teaching or engaging the public on the topic.
Alan Lester, Professor of Historical Geography, University of Sussex
