First the humour:
Part 1.
Part 2.
How They Actually Teach History
The British Empire, once the largest empire in history, has left an indelible mark on the world. Its legacy, however, is viewed through vastly different lenses depending on where you are. In the UK, the narrative of imperialism is often taught with a focus on its global influence and economic achievements, while in former colonies and nations affected by British rule, the story is often one of exploitation, resistance, and cultural erasure. The following explores how countries like Ireland, Scotland, India, and Nigeria address UK imperialism in their history curricula, highlighting the contrasting perspectives.
Ireland: A Story of Colonisation and Resistance
In Ireland, the history of British imperialism is taught as a central narrative of oppression and struggle. The English (and later British) involvement in Ireland dates back to the 12th century, but it was the 16th and 17th centuries that saw the most aggressive colonisation efforts, including the Plantations of Ulster and the imposition of Penal Laws targeting Catholics. The Great Famine (1845–1852), during which a million people died and another million emigrated, is often framed as a direct consequence of British policies, such as the exportation of food from Ireland during the crisis.
Irish history classes emphasise the long fight for independence, culminating in the Easter Rising of 1916 and the eventual establishment of the Irish Free State in 1922. The partition of Ireland and the creation of Northern Ireland are also critical topics, with the Troubles (1960s–1998) often linked to the legacy of British rule. For Irish students, British imperialism is not a distant historical event but a defining feature of their national identity and ongoing political landscape.
Scotland: A Complex Relationship
Scotland’s relationship with British imperialism is more nuanced. While Scotland was an active participant in the British Empire, contributing soldiers, administrators, and merchants, it was also a partner in the Union with England, rather than a colony. Scottish history classes often explore this duality, examining how Scots benefited from the empire while also acknowledging the exploitation of others.
The Highland Clearances of the 18th and 19th centuries, during which thousands of Scots were forcibly displaced to make way for sheep farming, are sometimes framed as a form of internal colonisation. However, the focus is often on Scotland’s role in the empire, with figures like David Livingstone and the disproportionate Scottish presence in colonial administration highlighted. In recent years, there has been a growing emphasis on the darker aspects of this history, including Scotland’s involvement in the transatlantic slave trade.
India: The Jewel in the Crown and Its Cost
In India, British imperialism is taught as a period of exploitation and subjugation. The British East India Company’s arrival in the 17th century marked the beginning of colonial rule, which culminated in direct British control after the Indian Rebellion of 1857. Indian history classes focus on the economic drain caused by British policies, such as the destruction of local industries, the imposition of heavy taxes, and the exploitation of resources.
The Bengal Famine of 1943, which killed an estimated 2–3 million people, is often cited as a direct result of British wartime policies. The Indian independence movement, led by figures like Mahatma Gandhi, Jawaharlal Nehru, and Subhas Chandra Bose, is a central theme, with the partition of India in 1947 and the resulting violence also attributed to British colonial policies. For Indian students, British imperialism is a story of resilience and the eventual triumph of self-determination.
Nigeria: The Scramble for Africa and Its Aftermath
In Nigeria, British imperialism is taught as part of the broader narrative of European colonialism in Africa. The Berlin Conference of 1884–1885, which formalised the scramble for Africa, is a key event, leading to the creation of Nigeria as a British colony. Nigerian history classes emphasise the exploitation of resources, such as palm oil and later petroleum, and the disruption of traditional societies.
The abolition of the slave trade is often discussed, but so too is the fact that colonial rule replaced one form of exploitation with another. The impact of British policies on ethnic divisions, which continue to affect Nigerian politics, is also a focus. The struggle for independence, achieved in 1960, is celebrated, but the legacy of colonialism, including economic dependency and political instability, is critically examined.
The UK: A Mixed Narrative
In the UK, the teaching of British imperialism has evolved over time. Traditionally, the empire was portrayed as a force for good, bringing civilisation, infrastructure, and economic development to the world. However, in recent decades, there has been a shift towards a more critical perspective, with greater emphasis on the negative impacts of colonialism, such as slavery, exploitation, and cultural suppression.
The National Curriculum now includes topics like the transatlantic slave trade, the Indian Rebellion, and the Mau Mau Uprising in Kenya. However, critics argue that the curriculum still downplays the full extent of British imperialism’s brutality and its lasting effects. Debates over statues of colonial figures and calls for reparations have also brought the issue into public discourse, reflecting a growing awareness of the need to confront this complex history.
In summary, the way UK imperialism is taught around the world reflects the diverse experiences of those affected by it. For Ireland, it is a story of colonisation and resistance; for Scotland, a complex partnership; for India, a tale of exploitation and liberation; and for Nigeria, a legacy of disruption and struggle. In the UK, the narrative is increasingly one of reckoning with the past. These differing perspectives highlight the importance of understanding history not as a single story, but as a mosaic of experiences that continue to shape our world today.
