Teaching Modern British Political History in a Politically Polarised and ‘Post-Truth’ Environment

Abstract

Abstract This article assesses the challenges that university-level teachers of modern British political history currently face in what is often described as a ‘post-truth’ and polarised political environment. It argues that, whilst these challenges do not always present entirely new pedagogical considerations, the sociocultural and political terrain in Britain today requires careful navigation, particularly in an academic field which addresses recent historical topics that are routinely politicised and contested in contemporary discourse. Although there is a lack of scholarly literature on the topic of teaching modern British political history in a higher education setting, this article draws upon a wide array of educational studies to map out the contours of a successful pedagogical strategy that could facilitate ‘deep’ learning in the current contextual environment. To this end, it suggests that by utilising modern British political history's interdisciplinary foundations, applying teaching techniques that help students to explore topics from multiple viewpoints, devising new and stimulating interactive tasks, and capitalising on the opportunities afforded by the Internet age, learning can be enhanced and many of the more academically problematic features and characteristics of the current political climate can be counteracted.