View in EDS HTML Full Text PDF Full Text

Reparative Histories of Schooling

Saved in:

Bibliographic Details
Title:	Reparative Histories of Schooling
Language:	English
Authors:	Arathi Sriprakash (ORCID 0000-0003-3655-0605), Alice Willatt (ORCID 0000-0003-2511-5018), Claire Stewart-Hall
Source:	Paedagogica Historica: International Journal of the History of Education. 2025 61(4):491-507.
Availability:	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed:	Y
Page Count:	17
Publication Date:	2025
Document Type:	Journal Articles Reports - Evaluative
Descriptors:	Educational History, Foreign Countries, Race, Social Class, Justice, Archives, Participatory Research
Geographic Terms:	United Kingdom (Bristol)
DOI:	10.1080/00309230.2025.2453841
ISSN:	0030-9230 1477-674X
Abstract:	This paper explores reparative approaches to histories of schooling. We reflect on an ongoing research project that is attempting to construct a "people's history of schooling" in Bristol, England. The research aims to expand understandings of past and present conditions of racial and class injustices in education and how we are all implicated in different ways in these structures. It seeks to foster dialogue between teachers, school leaders, children, parents, and wider communities across the city about collective responsibility and reparative redress for educational injustice. In this paper we argue for "living" archival practices in histories of education -- mutable, multi-modal, participatory and politically engaged processes that privilege possibilities of redress within communities in the present. Such methodological orientations, we suggest, can help understand complex implication in injustice as well as the interconnectedness of past, present and future in reparative action. The paper sets out a case for history of education to take seriously reparative frameworks in theory and in practice.
Abstractor:	As Provided
Entry Date:	2025
Accession Number:	EJ1479671
Database:	ERIC
Full text is not displayed to guests. Login for full access.

FullText	Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGlALAipEwiMHsX1ZwUm_NcAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKdhnqjzjRHLvjXotwIBEICBm6uOMy6eD7k1lGa7-x3nit1Pg5tk9mbXOMSPOKEC78aR5J96Q5BJlkQswmpbnOc_xuRwI4My9euXcRF6nleC2ra74TcI-55ebISsx6332a_4wMweGtw7UZb-Nd1-88JQ0H5f_hoqRtyUAPnYKdDulFbJ4fu2fQGpYZbp-0wS-ET4C2Tg8O2ip3QqI881OHT8xp60pajx30956aqv Text: Availability: 1 Value: <anid>AN0187116391;j5401aug.25;2025Aug06.03:01;v2.2.500</anid> <title id="AN0187116391-1">Reparative histories of schooling </title> <p>This paper explores reparative approaches to histories of schooling. We reflect on an ongoing research project that is attempting to construct a "people's history of schooling" in Bristol, England. The research aims to expand understandings of past and present conditions of racial and class injustices in education and how we are all implicated in different ways in these structures. It seeks to foster dialogue between teachers, school leaders, children, parents, and wider communities across the city about collective responsibility and reparative redress for educational injustice. In this paper we argue for "living" archival practices in histories of education – mutable, multi-modal, participatory and politically engaged processes that privilege possibilities of redress within communities in the present. Such methodological orientations, we suggest, can help understand complex implication in injustice as well as the interconnectedness of past, present and future in reparative action. The paper sets out a case for history of education to take seriously reparative frameworks in theory and in practice.</p> <p>Keywords: Participatory research; living archives; reparation; implicated subject; structural injustice; Bristol</p> <hd id="AN0187116391-2">1. Introduction: reparative histories and educational research</hd> <p>A growing body of work across the humanities and social sciences calls for research that traces the injustices and harms of the past, their afterlives and formations in the present, and the possibilities for redress, repair and reparation.[<reflink idref="bib1" id="ref1">1</reflink>] Broadly speaking, this scholarship recognises that reparative frameworks are invested in reshaping social and political relations towards justice; that is, they are prospective, future-making projects. History is central to these projects because the lens of reparations consciously connects past, present and future both in understanding the formations of injustice as well as its repair. Indeed, Catherine Hall, whose groundbreaking research established the Database of British Slave Ownership, argues that there remains much reparatory work to be done to address the legacies of slavery and colonial violence, and that "history writing can be one way in".[<reflink idref="bib2" id="ref2">2</reflink>] In this paper, we extend this idea, exploring how historical practices are important tools for reparative projects – not least within the field of education.</p> <p>The paper argues for "living" archival practices in histories of education – namely, recognising "the archive" as mutable, multi-modal, participatory and politically engaged rather than representing a set of bounded or static records. As Stuart Hall wrote of the "living archive", archives "are not inert historical collections. They always stand in an active, dialogic, relation to the questions which the present puts to the past ... ".[<reflink idref="bib3" id="ref3">3</reflink>] A living archive might orient research to methods which privilege possibilities of redress within groups and communities in the present – not just prioritising the creation and preservation of material for the imagined future historian. It would also inspire approaches to history of education that are consciously situated in terms of place as much as time. For, as Cathy Bergin and Anita Rupprecht reflect, reparative histories involve a "commitment to excavating interconnected histories which can be identified in the very architecture and streets of the towns in which we live [as] an insistence on the multi-racial inherited past which we inhabit and the multi-racial traditions of resistance upon which we must build".[<reflink idref="bib4" id="ref4">4</reflink>] In this sense, these are histories that are embodied, lived, contested, felt and made.</p> <p>Our interest in reparative histories stems from our ongoing research that is attempting to construct a "people's history of schooling" in the city of Bristol, England. Called Reparative Futures of Education (Repair-Ed for short), the research project aims to expand understandings of past and present conditions of racial and class injustices in education and how we are all implicated in different ways in these structures.[<reflink idref="bib5" id="ref5">5</reflink>] Focusing on the primary school sector, the research seeks to foster dialogues between teachers, school leaders, children, parents, former pupils, researchers and community organisations across the city about collective responsibility and reparative redress for educational injustice. The project proceeds from a recognition that schooling is a site of structural injustice; histories of racial capitalism endure within the present formations of Bristol's education system and through what Ruth Wilson Gilmore calls the "organised abandonment" of working-class communities.[<reflink idref="bib6" id="ref6">6</reflink>]</p> <p>While tracking the production of these racial and class injustices over time and place is one part of the project, our work also takes up the action-oriented approach of reparative frameworks, asking: how might collective responsibility for such injustices be realised? What does reparative action look like in this context? The forward-looking approach of reparations poses an interesting challenge for history research.[<reflink idref="bib7" id="ref7">7</reflink>] After all, it asks what kinds of justice-projects history can inspire and engage in the present. Perhaps the answer lies less in the discipline of history per se, and more in how we understand historical thinking and historical practice. A range of scholarship has recently been exploring the limitations that historical thinking and practice impose on the present and the future, including transhumanist histories that move beyond existing philosophies of time.[<reflink idref="bib8" id="ref8">8</reflink>] Yet, we see an opportunity for such future-oriented history to be more attentive to matters of pedagogy. We suggest reparative historical practices would be oriented towards a kind of public pedagogy; that is, they would be actively invested in forging new relations and understanding between and within different groups. This enables a focus on the potential of pedagogical spaces and practices beyond schools and how reparative histories might decode and disrupt dominant ideologies, including those of race and class.[<reflink idref="bib9" id="ref9">9</reflink>] Seen in this way, such histories might:</p> <p>embed the practice of asking ongoing and difficult questions with the past: cultivating spaces to remember, explore and discuss injustices; fostering an ethics of listening and dialogue capable of generating new perspectives; seeking to understand the histories, voices and experiences that have been silenced or erased ....[<reflink idref="bib10" id="ref10">10</reflink>]</p> <p>Of course, these are not wholly new perspectives. There is a rich body of historical work which champions "histories from below", precisely to centre experiences and forms of knowing that have otherwise been excluded from the historical record.[<reflink idref="bib11" id="ref11">11</reflink>] Take, for example, the Dig Where You Stand archival justice movement based in Sheffield, England, which connects artists, archivists, educators and community members to "unearth the stories of people of colour" in the South Yorkshire region.[<reflink idref="bib12" id="ref12">12</reflink>] Oral history methodologies have been central to racial justice projects and, as Kristina R. Lewellyn and Nicholas Ng-A-Fook explore, such methods can actively support processes of redress by opening spaces for working through shared narratives of contested pasts.[<reflink idref="bib13" id="ref13">13</reflink>] Public history, too, is a longstanding field of practice that takes a democratising, collective and pedagogical ethos to history-making. As Andrew Flinn explores, public history can be a kind of "archival activism", intended to "support the achievement of political objectives and mobilization, as a means of inspiring action and cementing solidarity".[<reflink idref="bib14" id="ref14">14</reflink>] Particularly relevant to our city-wide research, the relationship between public history and "place consciousness" has been explored by a number of scholars and activists whose work variously considers: how histories are narrated through place; public history and public memory as processes of urban engagement; and, how spatial struggles are themselves forms of history-making.[<reflink idref="bib15" id="ref15">15</reflink>]</p> <p>We also recognise the numerous theoretical and methodological resources within historical research – entangled histories, connected histories, and conjunctural histories, to name just a few – which help trace interactivity and co-constitution: precisely the kinds of perspectives that can help us understand the relationships between past, present and future at the centre of reparative frameworks.[<reflink idref="bib16" id="ref16">16</reflink>] Perhaps what the idea of reparations brings to histories of education, then, is a renewed attention to the politics and responsibilities of historical practice: the role of historical research not just in documenting educational injustices but in helping to disrupt them too.[<reflink idref="bib17" id="ref17">17</reflink>] As we now turn to address, a key intention of creating a "people's history of schooling" is to cultivate spaces to learn about and discuss different experiences of education across a city of marked geographical, social and educational inequalities, disconnections and divisions. Here, we explore the affordances of Michael Rothberg's theories of the "implicated subject" and "differentiated solidarities" for developing reparative histories of schooling.[<reflink idref="bib18" id="ref18">18</reflink>]</p> <hd id="AN0187116391-3">2. Complex implication and differentiated solidarities in a divided city</hd> <p>Research for the Repair-Ed project focuses on ten different wards of Bristol (out of the city's 34 wards), covering different and changing socio-economic demographics, uneven geographies of educational opportunity, and various histories of abandonment and accumulation in terms of social and material infrastructures and services. The research focuses on one primary school within each ward, including schools from the independent sector (<emph>n</emph> = 2) and state schools (<emph>n</emph> = 8), the latter made up of Multi-Academy Trusts and Local Authority schools. Our focus on primary schools allows us to explore the "foundations" of institutional education and the inequalities of childhood experiences. The "people's history of schooling" attempts to generate, learn from and amplify testimonies, dialogues and insights across very different parts of the city and across very different schools and their communities. You can access and explore this living archive at <ulink href="http://www.repair-ed.uk">www.repair-ed.uk</ulink>. We outline our methods later in the paper, but for now it is important to underline the significance of working across such different social geographies.</p> <p>Bristol has been described as "a city divided" on account of the stark inequities in educational opportunities and outcomes, with Black pupils in particular failed by the system.[<reflink idref="bib19" id="ref19">19</reflink>] In primary schools, there is a 35% gap between the Key Stage 2 reading, writing and mathematics expected outcomes of white British pupils and Black Caribbean students.[<reflink idref="bib20" id="ref20">20</reflink>] These inequities are evident at the end of schooling too: despite Bristol's 70,000 university places across two large universities, 10% fewer Bristol children go on to higher education than the national average.[<reflink idref="bib21" id="ref21">21</reflink>] The lowest university uptake nationally is the south Bristol area of Hartcliffe at only 8.7%.[<reflink idref="bib22" id="ref22">22</reflink>] The highest university take-up in the city is in Westbury Park at 77.6%.[<reflink idref="bib23" id="ref23">23</reflink>] Ward-level data such as this continually reveal Bristol's stark geographical and social inequities which are otherwise masked by city-level averages.</p> <p>Whilst Bristol has a longstanding reputation as a racially diverse, multicultural city, its intersecting raced and classed residential segregations are marked. Most Black, Mixed and Asian people live in central and eastern areas of the city, including some of the city's most economically deprived wards which, particularly under decades of austerity measures, have seen the systematic erosion of community services and social infrastructure.[<reflink idref="bib24" id="ref24">24</reflink>] In such parts of the city, there are long histories of self-organising against racial injustice, with many movements reverberating nationally – for example, the Bristol Bus Boycott and the work of the Bristol Race Equality Council (1937–2006).[<reflink idref="bib25" id="ref25">25</reflink>] Organised resistances against racial injustice remain evident in education spaces today, for example, initiatives such as the RESPECT project,[<reflink idref="bib26" id="ref26">26</reflink>] Cargo Classroom[<reflink idref="bib27" id="ref27">27</reflink>] and the Black Joy Trail.[<reflink idref="bib28" id="ref28">28</reflink>] The continued need for community-organised resistance to structural racism arguably speaks to the inadequacies of "top-down" reforms, but is also indicative of the diminished resources of local authorities to support community-engaged racial justice work.</p> <p>Bristol's southernmost wards are populated mostly by lower-income white communities. For example, the area of Hartcliffe and Withywood (where 92% of residents identify as white) is in the one per cent of most deprived wards in England according to 2019 National Indices of Deprivation.[<reflink idref="bib29" id="ref29">29</reflink>] Over a third of children in this area are living in poverty[<reflink idref="bib30" id="ref30">30</reflink>] and over half of its children are considered "disadvantaged" by the Department for Education.[<reflink idref="bib31" id="ref31">31</reflink>] Communities are deeply riven by failed promises of meritocracy, which has marshalled the way for multiple Multi Academy Trusts (MATs) to knock down and rebuild schools.[<reflink idref="bib32" id="ref32">32</reflink>] More broadly, academisation across the city has led to administrative fractures, making it harder to implement systemic change across schools, particularly in response to race and class inequality.[<reflink idref="bib33" id="ref33">33</reflink>] MATs running schools often adhere to centralised polices that forego local geographic priorities and solidarities.[<reflink idref="bib34" id="ref34">34</reflink>] Government prioritisation of parental choice has scattered catchment areas, splintering some communities and disrupting investment around local challenges.</p> <p>Inequities in social infrastructures and services between different wards and a fragmented and inaccessible public transportation system not only result in structural challenges, but also impact how well children know, access and feel belonging in their city. As one primary head teacher in our research commented:</p> <p>if I'm being honest, a lot of our children don't know life beyond the High Street in Bedminster. When I used to work in Hartcliffe and Withywood and I used to talk to them about going into town, their version of town was going to East Street in Bedminster [3 miles away]. Now I still had children in my classes when I worked there, who'd never been into the centre of Bristol [4.5 miles away], really like ... excluded in terms of ... a very narrow vision of what Bristol was.</p> <p>(Head teacher of a Bristol primary school)</p> <p>What makes this city especially imbalanced are the historical and spatial patterns of wealth accumulation. Bristol has the second highest income per capita in England, which is concentrated in specific areas of the city.[<reflink idref="bib35" id="ref35">35</reflink>] Most middle-class white people in Bristol live in Bristol's western and north western suburbs, where five of the city's oldest and largest independent schools are located, across just three wards. These wards are synonymous with historic wealth and feature large green spaces, grand Georgian buildings, Bristol University and other institutions with financial binds to the trafficking of enslaved Africans, not least through links to Bristol's Society of Merchant Venturers.[<reflink idref="bib36" id="ref36">36</reflink>] Historic power structures shape the city spatially and are material reminders of the seeds of injustice sown in the past that continue to direct inequality in the present.</p> <p>Our research explores if and how a shared understanding of histories of injustice can be fostered in a context in which individuals, schools and communities have very different relationships to those histories. To challenge the fragmentations described above, we look to methods for surfacing interconnections and entanglements, seeking to reimagine the city's school system contra divisions. We ask: how might such methods encourage new ways of articulating collective responsibilities and catalyse different kinds of solidarities for educational justice?</p> <p>Memory Studies scholar Michael Rothberg has put forward the idea of the "implicated subject", which offers some tools to address this challenge. At the heart of his work is a recognition that the past is not over, and therefore we need ways of addressing "both the legacies of violent histories and the sociopolitical dynamics that create suffering and inequality in the present".[<reflink idref="bib37" id="ref37">37</reflink>] Our relationship to the interconnected past-present can be understood in terms of "complex implication". That is, we are all entangled in the production of injustice, despite our different social positions. This is the case even if our entanglements are unconscious or indirect. Implication, therefore, does not necessarily imply blame, complicity, guilt or liability, but at the same time <emph>it does not foreclose responsibility and action for addressing injustice</emph>. It suggests we can and should recognise the different ways we are all implicated in relations of domination, both past and present. In this way, theories of implication support the ethos of reparative action by being both future-facing <emph>and</emph> committed to understanding the enduring past in the present.</p> <p>Rothberg suggests that theories of implication move us beyond the binary subject positions of "victims" and "perpetrators" of injustice (whilst recognising that there are, certainly, those who are harmed by and those who benefit from unjust arrangements or contexts). Instead, in offering the more capacious category of implication, he suggests we can better explore the specific conditions through which injustices are made – "the way different forms of power interact and build on each other" – as well as recognise the "impure positionings that render subjects fundamentally complex".[<reflink idref="bib38" id="ref38">38</reflink>] In one sense, this is what social scientists might call an "intersectional" perspective. Furthermore, it signals an attention to diachronic and synchronic perspectives, which we see as having particular value to reparative histories of education. Namely, different temporal dimensions can come into focus through the lens of implication, with its recognition of the ongoing sedimentations of the past, as well as through foregrounding responsibility and moral action in the present.</p> <p>This is generative for understanding the perpetuation of structural injustice in and through education. For one, theories of implication eschew and help challenge individualising (ahistorical) notions of "blame" for educational inequality. Schools do not act in isolation; they are entangled in multiple historical forces that sediment educational injustice, even if they are not always directly complicit in these histories. But this does not render questions of responsibility for mitigating or redressing these injustices irrelevant; recall that implication does not require guilt or blame. Rothberg sees memory as a resource for understanding such entanglements – "the public articulation of collective memory by marginalized and oppositional social groups provides resources for other groups to articulate their own claims for recognition and justice".[<reflink idref="bib39" id="ref39">39</reflink>] This might lead to what Rothberg calls "differentiated solidarity", in which the multiplicities of injustice do not compete in a "zero sum game" for recognition, but rather are understood in (historical) relation to each other.</p> <p>There is a growing body of educational research that explores theories of implication and differentiated solidarities in exciting ways.[<reflink idref="bib40" id="ref40">40</reflink>] For example, Peter Manning, Julia Paulson and Duong Keo discuss how Rothberg's ideas on implication can help attend to questions of responsibility and "reparative remembering" within history education.[<reflink idref="bib41" id="ref41">41</reflink>] Reflecting on history education in Cambodia (with reference to the legacies of Khmer Rouge crimes) and in the UK (with reference to histories of enslavement and colonialism), the authors discuss how these violent pasts and their afterlives in the present are often erased in the history curriculum due to decontextualisation, singular narratives, and highly limited or conditional claims about responsibility. They draw on the idea of implication to argue for consciously making space for multiple perspectives and shared responsibility in history education. Similarly, James Miles explains what a "pedagogy of complex implication" might look like for history educators who are teaching about structural racism and histories of colonialism, slavery and genocide. He explores diachronic and synchronic approaches to teaching about historical injustices: being reflexive about how historical actors are represented and challenging "pure" and "fixed" positionings. Teachers and students are themselves in different ways entangled in structures of injustice which, as Miles reminds us, "always have historical dimensions".[<reflink idref="bib42" id="ref42">42</reflink>] Here, a pedagogy of complex implication would surface the ways histories are interconnected rather than separated and use this to foster "differentiated solidarities" – a recognition that despite our differences our implication means we must look to shared paths towards justice.</p> <p>Such scholarship points to the pedagogic potential of Rothberg's ideas on implication for (history) educators and we seek to extend this potential to the methodological domain. An understanding of complex implication and differentiated solidarities can also be fostered by researchers – and specifically historians of education – through our engagements with participants and publics. For our research in Bristol, this means tracing the long histories of racial and class dispossession that shape structural injustices in education in the present, as well as creating spaces for dialogue, sharing and collective re-interpretation about those histories and our responsibilities for supporting reparative futures of education.[<reflink idref="bib43" id="ref43">43</reflink>] This is about disrupting the reproduction of Bristol's divisions by tracing the city's entangled histories. Our methodological approach to reparative histories of schooling seeks to create political resources for collectively working through these histories. As we discuss below, this is what we explore as a "living" archival practice.</p> <hd id="AN0187116391-4">3. Living archives: possible methodologies for reparative histories</hd> <p>In writing about archives as "living", Stuart Hall draws attention to their construction as an "on-going, never-completed" process, suggesting that living "means present, on-going, continuing, unfinished, open ended".[<reflink idref="bib44" id="ref44">44</reflink>] Such orientations to archiving are counterposed to notions of archives as "holding" a history that is static or over – that which might function "like the prison-house of the past".[<reflink idref="bib45" id="ref45">45</reflink>] Indeed Hall underlines that it is impossible to conceive of an archive as "complete" precisely because the past is not over; "an archive is largely about 'the past' but it is always 're-read' in light of the present and the future".[<reflink idref="bib46" id="ref46">46</reflink>] Amalia Sabiescu has explored living archives as practices which connect the curation and relay of memory with present-bound participatory processes. While she doesn't use the language of reparation in this framing, we see connections to reparative approaches which are also concerned with the active interconnections of pasts, presents and futures. Within living archival practice, the social sharing of memory and meaning-making can contribute to "building social bonds, community and identity" in ways that might support the creation of new political imaginaries and solidarities.[<reflink idref="bib47" id="ref47">47</reflink>]</p> <p>There is of course much to be learned from activist organising and social movements who have long used archival practices for the purposes of expanding political imaginations and building solidarities. Louise Fabian explores such archiving practices, pointing particularly to the work of feminist and queer movements which have rich histories of creating new narratives and spaces for political reclamation through archival work.[<reflink idref="bib48" id="ref48">48</reflink>] The Humanising Deportation community archive is another notable intervention, bringing together over 500 digital stories of migrant experiences and knowledge in a public, open-access online repository, to learn about the human consequences of deportation laws and policies in North America.[<reflink idref="bib49" id="ref49">49</reflink>] Within Bristol, the Black South West Network is leading an "UnMuseum Cultural Heritage Programme" which involves community-led and community-based participatory research and archiving for racial justice in the city.[<reflink idref="bib50" id="ref50">50</reflink>] Through this work, the UnMuseum project sees the reparatory potential of community-led cultural heritage archiving, centring testimonies that are often excluded from official archives and histories of the city, and creating spaces of "healing from generational trauma" caused by the erasures and misrepresentations of Black communities in Bristol and in the South West region of England more broadly.[<reflink idref="bib51" id="ref51">51</reflink>] Here, the past and present of the "living" archive come together to facilitate projects for racial justice.</p> <p>Amalia Sabiescu takes a dual approach to how a living archive is constituted, suggesting it can encompass both objects (texts, in the broadest sense) of evidentiary value for interpreting the past as well as processes of performance, embodied knowledge, and participatory experiences (for example, events, exhibitions and so on).[<reflink idref="bib52" id="ref52">52</reflink>] Both can support collective remembering and contestation, as well as opportunities to explore entangled histories of implication and responsibility. This dual approach has been useful for thinking through methodologies for a "people's history of schooling" in Bristol. As we discuss below, we work with "story-mapping" methods as well as "dialogic engagement" as intertwined orientations to reparative histories of schooling that have both evidentiary and embodied value. This involves multimodal research practices: using interview methods to generate narratives and testimonies grounded in place; creative co-production with participants through arts-based methods; and facilitating digital and in-person spaces for dialogue, exchange, collaboration and participation. Our project is in its early stages and, to be sure, there are clear limitations to achieving ethical, participatory and democratising ideals within the structures of university-led research given the extractive orientations of academia.[<reflink idref="bib53" id="ref53">53</reflink>] Therefore, we present these approaches not as "successful" or "best practice" – but rather as reflections on methodological <emph>possibilities</emph> for reparative histories of schooling.</p> <hd id="AN0187116391-5">3.1. Story-mapping as archival practice</hd> <p>Our living archival practice comes together through the building of a People's History of Schooling, which explores interconnected accounts of racial and class injustice in education, their intergenerational echoes, and the possibilities for reparative redress. Following Sabiescu, the People's History of Schooling in Bristol brings together memory objects of schooling that hold evidentiary value with performance and social participation in the form of creative arts-based workshops. Crucially, it also adopts a generative future-focused orientation, exploring how the active interactions between past, presents and futures might inspire collective imaginings towards building just educational landscapes across the city. In what follows we aim to give a flavour of one of the spatial story-mapping methods shaping our living archival practice.</p> <p>The People's History of Schooling in Bristol is an interactive digital map which weaves together diverse knowledges and memories of schooling over time and across places in the city. We are inspired by Lorraine van Blerk and colleagues' story-mapping ideas with young people, in which they emphasise participants' active roles in collaboratively representing their experiences and knowledge in a place-based interactive, open-access digital format.[<reflink idref="bib54" id="ref54">54</reflink>] We look to such work as creating place-based living archives – as a kind of social and cultural "infrastructure" for understanding and interpreting the past, present and future. As Catherine Clarke and Jonathan Winder explore, in their review of a number of digital place-based archives (including in Bristol), place-based histories are significant "social infrastructures". They not only diversify historical stories about place but can also support informed debate about local place policy, democratise access to data, foster community participation, and offer a structured context for engaging with matters of social concern.[<reflink idref="bib55" id="ref55">55</reflink>]</p> <p>In seeking to develop a People's History of Schooling as a place-based living archive and a form of social infrastructure, we draw on a range of story-mapping approaches that call attention to the "spatial expression" of injustice and its repair.[<reflink idref="bib56" id="ref56">56</reflink>] These approaches locate spatiality temporally, historically and socially, exploring how the relationship between place, historical processes and power (re)produces racialised and classed injustices.</p> <p>Our living archival practices involve critical walking research to enable the multi-scalar exploration of significant places and landmarks across Bristol. We conduct this research with former pupils from primary schools across ten wards in the city. Stephanie Springgay and Sarah Truman locate walking as a methodology that is attentive to place, situated knowledges, sensory experiences, movement and temporality.[<reflink idref="bib57" id="ref57">57</reflink>] They explore the potential of walking as an "anarchiving" practice, illuminating how practices of walking can enable the re-mapping of archives by surfacing silenced histories, disrupting linear conceptions of time and challenging hegemonic narrations of place and futures.[<reflink idref="bib58" id="ref58">58</reflink>] Meanwhile Maggie O'Neill and Ismail Einashe develop walking as a biographical interview method and public pedagogy that cultivates space for stories of asylum, migration and marginalisation, and the building of radical democratic imaginaries.[<reflink idref="bib59" id="ref59">59</reflink>]</p> <p>Inspired by these approaches, our living archival practice involves a project researcher walking with individuals or small groups of former pupils to explore participants' sensory, embodied and affective experiences of their former school neighbourhoods. The walks are participant-led, building place-based knowledge <emph>in situ</emph> through movement and dialogue, at a pace determined by participants. Prior to the activity each participant is provided with a map and invited to look through a set of prompt cards (see Figure 1) designed to elicit exploration of childhood memories, alongside present-day reflections and future desires for the neighbourhoods they grew up in. The activity creates space for multiple temporalities – the folding together of past, presents and futures – in participants' sense-making of how the material arrangements and affective experiences of place shaped their childhood, educational opportunities and their everyday lives today. The process opens reflection around how the changing structural arrangements of neighbourhoods, from the proliferation of the city's private rental market to the erosion of transport infrastructures, shape educational experiences along racialised and classed lines in ways that reverberate into adults' lives today.</p> <p>Graph: Figure 1. Selection of prompt cards developed as part of our critical walking methods.</p> <p>However, we recognise it is important not to position walking methodologies as an automatically inclusive, convivial or politically neutral mode of research.[<reflink idref="bib60" id="ref60">60</reflink>] Rather, such methods have been developed within colonised Western research traditions that have historically rendered the voices and experiences of racially minoritised communities as inferior. Our spatial story-mapping practices are deeply imbricated in relations of power, necessitating engagement with the intersections of race, class, gender, sexuality and disability. We aim to cultivate attentiveness to the complex power-laden entanglements between the bodies and social locations of the researchers and participants involved, and the materialities and histories of place, such as the legacies of racial and class separation enacted through residential segregation in the city. Following César Augusto Ferrari Martinez and Gabriela Rodrigues Gois, this means questioning the racial ethics of walking methodologies for the production of living archives, in recognition of the risks they may pose for racially minoritised participants and researchers.[<reflink idref="bib61" id="ref61">61</reflink>] While careful not to reduce the spatial experience of racially minoritised people to racism, they warn how white privileged researchers can disregard the "affective atmospheres" of racism that mediate everyday experiences of walking and moving through neighbourhoods. Therefore, while walking methods may open opportunities for the exploration of embodied memories of schooling in place, there is also the risk they reinstate racial hierarchies and cause psychological and physical harm.</p> <p>This attunes us to the importance of offering engagement with a range of different story-mapping methods in developing a living archival practice and being attentive to how such archival practices are not necessarily in and of themselves more democratic or inclusive. Alongside critical walking methods we look to other qualitative methods, including those shaped by Critical Race Theory, such as Critical Race Spatial Analysis and oral history methodology grounded in racial justice.[<reflink idref="bib62" id="ref62">62</reflink>] We also braid this work with the analyses of existing histories of the places in which we work. Our "toolkit" of living archival methods is very much fluid and evolving as we move through the project. It brings together a collection of story-mapping methods, all of which are responsive to how dominant power relations (relating to the intersections of race, class, ability, gender, sexuality and so forth) mediate people's lived experiences and entanglements with place.</p> <p>Overall, our story-mapping practices will produce a collection of memory texts, including personal testimonies, photographic materials and annotated maps, which hold evidentiary value towards understanding and interpreting the pasts, presents and futures of schooling in the city. Next, we discuss how these texts, alongside other materials, will be woven into dialogic and embodied events to support the collective interpretation and recognition of our shared implications in educational injustices, and surface ideas for reparative educational futures.</p> <hd id="AN0187116391-6">3.2. Dialogic and embodied events as living archival practices</hd> <p>Given the social, economic and geographic divisions across the city, we see the living archival approach as a kind of "counter method" which can support opportunities for dialogic interaction, shared interpretation, and participatory exchanges. Evidentiary texts from the People's History of Schooling – the story-mapping digital archive – will be used to facilitate such forms of epistemic connection across the city. While conventional research designs tend to separate "data collection and analysis" from "engagement activities", our approach to reparative histories of schooling sees these research processes as intertwined. Reparative action, after all, requires the fostering of knowledge, understanding, recognition and interpretation to identify our implications in injustice and our collective responsibility for addressing it. In this way, embodied processes of meaning-making and knowledge-exchange are also <emph>in and of themselves</emph> crucial archival practices; much like an "archive" of preservation and storage, these processes hold, create and inspire knowledge and action.</p> <p>To understand this kind of processual, interactive, and embodied orientation to the archive, we look to the rich work in performance studies which has long been theorising knowledge <emph>in motion</emph>.[<reflink idref="bib63" id="ref63">63</reflink>] As Maaike Bleeker reflects, dance is a practice of doing, thinking and transmitting movement and therefore has relevant epistemic resources to help think through "archival dynamics" in research – a place of constant regeneration produced through interactivity and participation – rather than simply prioritising "archival orders" of permanence and continuity.[<reflink idref="bib64" id="ref64">64</reflink>] Arguably, constant regeneration is vital to the living archival methodology as much as it is to the concept and politics of reparative histories. Our method to support such ongoing processes of meaning-making, reinterpretation and contestation is through workshops, exhibitions and public discussions. These "events" unfold as living moments within the reparative histories of schooling approach and, as Eric Kluitenberg explores, their vitality and immediacy can often elude desires to document and capture, especially the sensitive dynamics of contestation and their embodied effects.[<reflink idref="bib65" id="ref65">65</reflink>] Furthermore, the echoes, afterlives and impacts beyond the specific event are at odds with the atemporality of archival "storage". While we will document some aspects of these processes through visual, audio and written summaries and objects, which will be included in the People's History of Schooling, we also see such events in and of themselves as "living archives" – not as an "immutable repository creating a stable foundation for the 'production of meaning'" but instead as an active engagement with social, political and cultural processes.[<reflink idref="bib66" id="ref66">66</reflink>] These are, we suggest, the contingencies and acts of repair.</p> <p>While we are currently in the early stages of this five-year project, we are already beginning to design and experiment with collective processes of meaning-making, reinterpretation and reparative future-making. Similarly to Aylwyn Walsh's research with young people who have experienced the injustices of apartheid and dispossession in Cape Town, our living archival practices draw on participatory processes of dialogic exchange, listening and gathering, to explore possibilities for reparative redress.[<reflink idref="bib67" id="ref67">67</reflink>] As part of our project launch event we invited a group of educators from across the city to reflect on educational injustices in their respective locales, and experiment with an imaginative and future-focused activity that involved building a manifesto for primary education in Bristol. Drawing on the <emph>Manifesto!</emph> card game, the activity gave participants permission to imagine and dream of just educational futures in ways that are often not permitted due to the material and ideological conditions of the neoliberal education system.[<reflink idref="bib68" id="ref68">68</reflink>] One group of participants generated manifesto ideas premised on a future imaginary of schools as "communities of place". They re-imagined the present-day education system that disregards histories of place, such as the organised abandonment of working-class communities, towards a place-based model of education focused on building, responding to and collaborating with local communities. The manifesto process produced texts and objects that will become incorporated into the People's History of Schooling, including an artist's illustration of the ideas and imaginings generated by participants (Figure 2). We position these dialogic and imaginative living archival practices as future-oriented modes of redress that support the formation of political solidarities around the building of just educational futures. Through such practices, as Walsh reflects, "collective imagining [becomes] a 'doing' of the just future in the present" in ways that enable a "rehearsal of possible futures".[<reflink idref="bib69" id="ref69">69</reflink>]</p> <p>Graph: Figure 2. An illustration by Seekan Hui, which captures some of the ideas generated by educators who worked in teams to generate a manifesto for primary schooling in Bristol.</p> <p>We plan to adapt such approaches with schoolchildren from participating schools, drawing on creative arts-based methods and performance to explore their desires for the futures of education. As part of the process of archival regeneration we will also invite children into creative workshops to engage with texts and stories from the People's History of Schooling. For example, we envisage collaborating with the children to re-trace some of the landmarks and stories documented by former students who took part in the walking activity. We will also hold exhibitions in educational and community spaces across the city to share testimonies from the research, with the aim of cultivating in-person, as well as digital, spaces for connection and exchange between different publics. We hope such practices might forge intergenerational epistemic connections around the multiple temporalities of structural injustice that children navigate in the city. We also hope they create space for the sharing of "counterstories" that celebrate local heritages, particularly those that have been silenced or displaced by racialised and classed narrations of neighbourhoods as dangerous, lacking or in deficit.[<reflink idref="bib70" id="ref70">70</reflink>]</p> <hd id="AN0187116391-7">4. Concluding thoughts: reparative frameworks in histories of education</hd> <p>As a field, History of Education has, of course, always been committed to interpreting and re-interpreting the past conditions, practices, experiences and contingencies of schooling. In this paper we have put forward a case for bringing reparative frameworks to the centre of this commitment, recognising that there is a role for the field in addressing the structural injustices of education. This requires historical research to consciously recognise and attend to the interconnections between past, present and future. This might take many different forms in terms of methodological practice; there is no fixed template for reparative histories of schooling.</p> <p>In this paper, we have offered some methodological possibilities for reparative histories, reflecting in particular on the affordances of "living archival" approaches and their attention to participatory, dialogic and politically engaged orientations to research. In this view, archives are not inert but are activated. Specifically, they can help create collective recognition of past injustices and political solidarities for reparative action. Such historical practices and historical thinking have the potential to support the exploration of our complex implications in injustice and our responsibilities to create reparative futures. Here, the historian's role is not to turn people into "subjects of history" as if the past is "over", but rather to use research to understand people as actors in a history that is ongoing. In a modest way, such approaches of exchange and interaction might help counter the fragmentations and divisions of geographies and polities, and instead "make ready" for reparative futures.</p> <p>We are cautious to not overstate the role or influence of academic research in such social justice projects. While our discussions in this paper have focused on the methodological aspects of reparative histories of schooling, this does not stand in for other forms of redress – particularly material reparation and structural transformation. And rarely, if ever, does academic research achieve the kind of connectedness and solidarity-building power of community-based social movements. Nevertheless, there is an epistemic and relational function of reparative histories of schooling that can support such structural change and movement-work; the activation of knowledge and understanding through "living" archival approaches, particularly by creating possibilities for people to hear each other's histories across difference, can have material effects. After all, as Janna Thompson explores, any case for reparations requires fostering <emph>shared meanings</emph> of what injustice and its repair entails.[<reflink idref="bib71" id="ref71">71</reflink>] This is to say, the testimonial, dialogic and participatory processes of reparative histories of schooling are crucial to educational justice.</p> <hd id="AN0187116391-8">Acknowledgements</hd> <p>We are grateful to Kevin Myers, whose knowledge and insight helped shape our approach to reparative histories in this paper. We are also indebted to Lauren Hammond and Lottie Hoare, whose suggestions and conversations have pointed us to resources and new thinking. Detailed comments from three reviewers helped us strengthen the paper. We also thank the ERC and UKRI for respectively selecting and funding the Reparative Futures of Education (Repair-Ed) project (EP/Y014928/1).</p> <hd id="AN0187116391-9">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0187116391-10"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Olúfẹ́mi O. Táíwò, <emph>Reconsidering Reparations. Philosophy of Race</emph> (Oxford: Oxford University Press, 2022); Gurminder Bhambra, "For a reparatory social science," (presentation at the London School of Economics, May 26, 2021); Jacqueline Bhabha, Margareta Matache, and Caroline Elkins.<emph>Time for Reparations: A Global Perspective</emph> (Philadelphia: University of Pennsylvania Press, 2021); Catherine Hall, "Doing reparatory history: Bringing 'race' and slavery home," <emph>Race &amp; Class</emph> 60, no. 1 (2018): 3–21; and Arathi Sriprakash, "Reparations: Theorising just futures of education," <emph>Discourse: Studies in the Cultural Politics of Education</emph> 44, no. 5 (2022): 782–95.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Hall, "Doing reparatory history," 19. See https://<ulink href="http://www.ucl.ac.uk/lbs/project/details/">www.ucl.ac.uk/lbs/project/details/</ulink> for details about the Database on British Slave Ownership.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Stuart Hall "Constituting an archive," <emph>Third Text</emph> 15, no. 54 (2001): 89–92; see also: Eric Kluitenberg, "Tracing the Ephemeral and Contestational: Aesthetics and Politics of The Living Archive," in <emph>A Companion to Curation</emph>, ed. Brad Buckley and John Conomos (Hoboken, NJ: John Wiley &amp; Sons, 2020), 375–90.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref4" type="bt">4</bibl> <bibtext> Cathy Bergin and Anita Rupprecht, "Reparative Histories: Tracing Narratives of Black Resistance and White Entitlement," <emph>Race &amp; Class</emph> 60, no. 1 (2018): 22–37. See also the work of the Black Pasts, Birmingham Futures project, reviewed in: C. Hall, "Black Pasts, Birmingham Futures," <emph>History Workshop Journal</emph> 55 (2003): 263–4.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref5" type="bt">5</bibl> <bibtext> For more information about the Repair-Ed project see: <ulink href="http://www.repair-ed.uk">www.repair-ed.uk</ulink>. Ethics approval for the project was gained by the University of Oxford CUREC committee, ref: EDUC_C1A_23_271.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref6" type="bt">6</bibl> <bibtext> Ruth Wilson Gilmore, <emph>Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalising California</emph> (Oakland: University of California Press, 2007). For a history of racial injustice in education in the UK, see: Sally Tomlinson, <emph>Education and Race from Empire to Brexit</emph> (Bristol: Policy Press, 2019).</bibtext> </blist> <blist> <bibl id="bib7" idref="ref7" type="bt">7</bibl> <bibtext> For a fuller discussion of the forward-looking, constructive theories of reparations in education, see: Sriprakash, "Reparations: Theorising just futures of education," 782–95.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext> Joan Wallach Scott, <emph>On the Judgement of History</emph> (New York: Columbia University Press, 2020); Marek Tamm and Zoltán Boldizsár Simon, "More-than-human history: philosophy of history at the time of the Anthropocene", in <emph>Philosophy of History: Twenty-First-Century Perspectives</emph>, ed. Jouni-Matti Kuukkanen (London: Bloomsbury Academic, 2020), 198–215.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref9" type="bt">9</bibl> <bibtext> Jennifer A. Sandlin, Michael P. O'Malley, and Jake Burdick, "Mapping the Complexity of Public Pedagogy Scholarship 1894–2010," <emph>Review of Educational Research</emph> 81 (2011): 338–75.</bibtext> </blist> <blist> <bibtext> Arathi Sriprakash, David Nally, Kevin Myers, and Pedro Ramos-Pinto, "Learning with the Past: Racism, Education and Reparative Futures". Paper commissioned for the UNESCO Futures of Education report (Paris: UNESCO, 2020), https://unesdoc.unesco.org/ark:/48223/pf0000374045, p. 3.</bibtext> </blist> <blist> <bibtext> Kevin Myers and Ian Grosvenor, "Collaborative Research: History from Below," in <emph>Connected Communities Foundation Series</emph>, ed. K. Facer and K. Dunleavy (Bristol: University of Bristol, 2018), 1–49.</bibtext> </blist> <blist> <bibtext> <emph>Dig Where You Stand</emph> is an archival justice movement based in South Yorkshire, England.https://<ulink href="http://www.dwys.co.uk/">www.dwys.co.uk/</ulink> (accessed February 12, 2025).</bibtext> </blist> <blist> <bibtext> Kristina R. Llewellyn and Nicholas Ng-A-Fook, <emph>Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation</emph> (London: Routledge, 2021). On oral history for racial justice, see: ArCasia D. James-Gallaway and Francena F.L. Turner, "Towards a Racial Justice Project: Oral History Methodology, Critical Race Theory, and African American Education," <emph>Paedagogica Historica</emph> 60, no. 3 (2022): 414–38.</bibtext> </blist> <blist> <bibtext> Andrew Flinn, "Archival Activism: Independent and Community-led Archives, Radical Public History and the Heritage Professions," <emph>InterActions UCLA Journal of Education and Information Studies</emph> 7, no. 2 (2011).</bibtext> </blist> <blist> <bibtext> On the idea of "place consciousness" see David Glassberg, "Public History and the Study of Memory," <emph>The Public Historian</emph> 18, no. 2 (1996): 7–23. Other authors exploring the relationship between public history and place include: Dolores Hayden, <emph>The Power of Place: Urban Landscapes as Public History</emph> (Cambridge, MA: MIT Press, 1997); Andrew Hurley, <emph>Beyond Preservation: Using Public History to Revitalise Inner Cities</emph> (Philadelphia: Temple University Press, 2010).</bibtext> </blist> <blist> <bibtext> Gillian Hart, "Modalities of Conjunctural Analysis: 'Seeing the Present Differently' Through Global Lenses," <emph>Antipode</emph> 56, no. 1 (2023): 135–64; Barnita Bagchi, "Connected and Entangled Histories: Writing Histories of Education in the Indian Context," <emph>Paedagogica Historica</emph> 50, no. 6 (2014): 813–21.</bibtext> </blist> <blist> <bibtext> Ian Grosvenor, "Populism, Nationalism and the Past. An English Story of History in the Present," <emph>Rizoma freireano</emph> 31, no. 2 (2021): https://<ulink href="http://www.rizoma-freireano.org/articles-3131/populism-nationalism">www.rizoma-freireano.org/articles-3131/populism-nationalism</ulink>.</bibtext> </blist> <blist> <bibtext> Michael Rothberg, <emph>The Implicated Subject: Beyond Victims and Perpetrators</emph> (Stanford: Stanford University Press, 2019). On differentiated solidarity, see: Michael Rothberg, "From Gaza to Warsaw: Mapping Multidirectional Memory," <emph>Criticism</emph> 53, no. 4 (2011): 523–48.</bibtext> </blist> <blist> <bibtext> CoDE (Centre on Dynamics of Ethnicity) and Runnymede Briefing Paper, "Bristol: a City Divided? Ethnic Minority Disadvantage in Education and Employment" (2017).https://hummedia.manchester.ac.uk/institutes/code/briefings/localethnicinequalities/CoDE-Briefing-Bristol.pdf (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> Bristol City Council, (January, 2024) JSNA Health and Wellbeing Profile 2023/24, Update.https://<ulink href="http://www.bristol.gov.uk/files/documents/1528-jsna-2020-section-5-4-education/file">www.bristol.gov.uk/files/documents/1528-jsna-2020-section-5-4-education/file</ulink> (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> Key Facts 2023, November 2023 Update.https://<ulink href="http://www.bristol.gov.uk/files/documents/1840-bristol-key-facts-2022/file">www.bristol.gov.uk/files/documents/1840-bristol-key-facts-2022/file</ulink> (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> Key Facts 2023, November 2023 Update.https://<ulink href="http://www.bristol.gov.uk/files/documents/1840-bristol-key-facts-2022/file">www.bristol.gov.uk/files/documents/1840-bristol-key-facts-2022/file</ulink> (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> Key Facts 2023, November 2023 Update.https://<ulink href="http://www.bristol.gov.uk/files/documents/1840-bristol-key-facts-2022/file">www.bristol.gov.uk/files/documents/1840-bristol-key-facts-2022/file</ulink> (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> Here we use ONS categories. Office for National Statistics (2021), Ethnic Group – Mixed or Multiple Ethnic Groups (%) by Bristol ward [available online] https://<ulink href="http://www.repair-ed.uk/ethnic-groups-by-ward/">www.repair-ed.uk/ethnic-groups-by-ward/</ulink> and Ethnic Group – Mixed or Multiple Ethnic Groups (%) and (2021) Census Data, Ethnic Group – Black, Black British, Black Welsh, Caribbean or African (%) by Bristol Ward.https://<ulink href="http://www.repair-ed.uk/ethnic-groups-by-ward/">www.repair-ed.uk/ethnic-groups-by-ward/</ulink>.</bibtext> </blist> <blist> <bibtext> M. Dresser, "The Bristol Bus Boycott: A watershed moment for Black Britain", 2024.https://collections.bristolmuseums.org.uk/stories/bristols-black-history/bristol-bus-boycott/ (accessed July 8, 2024) and Bristol Archives (2024), ref: 43129, Records of the Bristol Racial Equality Council (BREC), 1937–2006. [available online] https://archives.bristol.gov.uk/records/43129 (accessed 9 July 2024).</bibtext> </blist> <blist> <bibtext> L. Gorell Barnes et al., "'Where Do You Feel It Most?' Using Body Mapping to Explore the Lived Experiences of Racism With 10‐ and 11‐year‐olds," <emph>British Educational Research Journal</emph> 50, no. 3 (2024): 1556–75.</bibtext> </blist> <blist> <bibtext> Cargo Movement (2024), Hoo, L. and Golding, C.<emph>Cargo Classroom</emph>. Accessed on 9 July 2024 https://cargomovement.org/classroom/.</bibtext> </blist> <blist> <bibtext> T. Hicks-Beresford and E. Thomas (2024), <emph>Joy Trail</emph>, Repair-Ed. (accessed July 9, 2024).https://<ulink href="http://www.repair-ed.uk/joy-trail/">www.repair-ed.uk/joy-trail/</ulink>.</bibtext> </blist> <blist> <bibtext> Bristol City Council, "Deprivation in Bristol", 2019.https://<ulink href="http://www.bristol.gov.uk/files/documents/1905-deprivation-in-bristol-2019/file">www.bristol.gov.uk/files/documents/1905-deprivation-in-bristol-2019/file</ulink> (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> This information was compiled using Bristol City Council's "Ward Profile Tool" (2024) [available online] https://app.powerbi.com/view?r=eyJrIjoiZmFmZjYyODQtZDU3MS00MTkyLWFjMTAtZjRlOGU5Y2FiYjQ5IiwidCI6IjYzNzhhN2E1LTBmMjEtNDQ4Mi1hZWUwLTg5N2ViN2RlMzMxZiJ9 (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> The DfE definition of "disadvantaged" drawn from Pupil Premium Funding criteria includes: any child aged 5–16 claiming free school meals currently or at any point in the past six years, any child in this age bracket looked after by a local authority or recorded as having left care through adoption or another court order. Department for Education, 2024, Pupil Premium Overview.https://<ulink href="http://www.gov.uk/government/publications/pupil-premium/pupil-premium">www.gov.uk/government/publications/pupil-premium/pupil-premium</ulink> (accessed July 22, 2024).</bibtext> </blist> <blist> <bibtext> S. Grubb, "Looking back at 30 forgotten Bristol schools that closed down decades ago," <emph>Evening Post</emph> 2024 [available online] https://<ulink href="http://www.bristolpost.co.uk/news/history/23-forgotten-schools-bristol-closed-4650910">www.bristolpost.co.uk/news/history/23-forgotten-schools-bristol-closed-4650910</ulink> (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> DfE (Department for Education), <emph>Educational Excellence Everywhere</emph> (London: Department for Education, 2016).</bibtext> </blist> <blist> <bibtext> Amanda Keddie, "Context Matters: Primary Schools and Academies Reform in England," <emph>Journal of Education Policy</emph> 34, no. 1 (2017): 6–21.</bibtext> </blist> <blist> <bibtext> C. Curtis, "To have and have not," <emph>The Guardian</emph>, January 29, 2008.https://<ulink href="http://www.theguardian.com/education/2008/jan/29/publicschools.schools">www.theguardian.com/education/2008/jan/29/publicschools.schools</ulink>.</bibtext> </blist> <blist> <bibtext> Madge Dresser, <emph>Slavery Obscured: The Social History of the Slave Trade in an English Provincial Port</emph> (London: Bloomsbury Publishing, 2016). See also: The Society of Merchant Venturers (2022), About Us, The Society of Merchant Venturers.https://<ulink href="http://www.merchantventurers.com/about-us/history/">www.merchantventurers.com/about-us/history/</ulink> (accessed July 9, 2024).</bibtext> </blist> <blist> <bibtext> Rothberg, <emph>The Implicated Subject</emph>, 11.</bibtext> </blist> <blist> <bibtext> Ibid.,</bibtext> </blist> <blist> <bibtext> Rothberg, "From Gaza to Warsaw," 524.</bibtext> </blist> <blist> <bibtext> In addition to the papers discussed, see the use of implicated subjects in Mario Novelli and Birgul Kutan, "The Imperial Entanglements of 'Education in Emergencies': From Saving Souls to Saving Schools?," <emph>Globalisation Societies and Education</emph> 22, no. 3 (2023): 405–19.</bibtext> </blist> <blist> <bibtext> Peter Manning, Julia Paulson, and Duong Keo, "Reparative Remembering for Just Futures: History Education, Multiple Perspectives and Responsibility," <emph>Futures</emph> 155 (2023): 103, 279.</bibtext> </blist> <blist> <bibtext> James Miles, "Guilt, Complicity, and Responsibility for Historical Injustice: Towards a Pedagogy of Complex Implication," <emph>Pedagogy Culture and Society</emph> 32, no. 3 (2022): 619–35.</bibtext> </blist> <blist> <bibtext> On reparative futures see: Sriprakash, "Reparations: Theorising just futures of education," 782–95.</bibtext> </blist> <blist> <bibtext> Hall, "Constituting an archive," 89.</bibtext> </blist> <blist> <bibtext> Hall, "Constituting an archive," 89. See also: Terry Cook, "Evidence, Memory, Identity, and Community: Four Shifting Archival Paradigms," <emph>Archival Science</emph> 13, no. 2–3 (2012): 95–120.</bibtext> </blist> <blist> <bibtext> Hall, "Constituting an archive," 91.</bibtext> </blist> <blist> <bibtext> Amalia G. Sabiescu, "Living Archives and the Social Transmission of Memory," <emph>Curator the Museum Journal</emph> 63, no. 4 (2020): 497–510, p. 497.</bibtext> </blist> <blist> <bibtext> Louise Fabian, "Critical Archiving, tacit Narratives and participatory Knowledge Production. The social and political History of Archiving," <emph>Narcotic City Archives</emph>, 2022 https://narcotic-archive.org/s/archive/page/the-social-and-political-history-of-archiving; see also: Alana Kumbier, <emph>Ephemeral Material: Queering the Archive</emph> (Sacramento: Litwin Books, 2014); Andrew Flinn, "Archival Activism: Independent and Community-led Archives, Radical Public History and the Heritage Professions," <emph>InterActions UCLA Journal of Education and Information Studies</emph> 7, no. 2 (2011); Andrew Flinn, Anna Sexton, Edward Benoit, III, and Alexandra Eveleigh, "Activist Participatory Communities in Archival Contexts: Theoretical Perspectives," in <emph>Participatory Archives: Theory and Practice</emph>, ed. Edward Benoit and Alexandra Eveleigh (London: Facet, 2019), 173–90; Anne Gilliland and Sue McKemmish, "The role of participatory archives in furthering human rights, reconciliation and recovery," <emph>Atlanti: Review for Modern Archival Theory and Practice</emph> 24 (2014): 78–88.</bibtext> </blist> <blist> <bibtext> The Humanising Deportation archive: <ulink href="http://humanizandoladeportacion.ucdavis.edu/en/;">http://humanizandoladeportacion.ucdavis.edu/en/;</ulink> see also: Robert Irwin, <emph>Migrant Feelings, Migrant Knowledge: Building a Community Archive</emph> (Austin: University of Texas Press, 2022).</bibtext> </blist> <blist> <bibtext> Black South West Network, "The UnMuseum Cultural and Heritage Programme", https://<ulink href="http://www.blacksouthwestnetwork.org/unmuseum">www.blacksouthwestnetwork.org/unmuseum</ulink>.</bibtext> </blist> <blist> <bibtext> Black South West Network, "I am witness: The role of testimony in the reparatory justice process," https://<ulink href="http://www.blacksouthwestnetwork.org/blog/i-am-witness-the-role-of-testimony-in-the-reparatory-justice-process/3/3/2023">www.blacksouthwestnetwork.org/blog/i-am-witness-the-role-of-testimony-in-the-reparatory-justice-process/3/3/2023</ulink>.</bibtext> </blist> <blist> <bibtext> On the forms of "living archives" see also: Red Chidgey, "How to Curate a 'Living Archive': The Restlessness of Activist Time and Labour," in <emph>Social Movements, Cultural Memory and Digital Media. Palgrave Macmillan Memory Studies</emph>, ed. S. Merrill, E. Knightley, and P. Daphi (Cham: Palgrave Macmillan, 2020), 225–48.</bibtext> </blist> <blist> <bibtext> See for example the issues of academic research laid out in: <emph>A Charter for Co-Production Through an Anti-Racist Lens</emph>. Black South West Network and the Research Action Coalition for Race Equality, https://<ulink href="http://www.racecoalition.org/">www.racecoalition.org/</ulink>.</bibtext> </blist> <blist> <bibtext> Lorraine van Blerk, Janine Hunter, Wayne Shand, and Laura Prazeres, "Creating Stories for Impact: Co‐producing Knowledge with Young People Through Story Mapping," <emph>Area</emph> 55, no. 1 (2022): 99–107.</bibtext> </blist> <blist> <bibtext> Catherine Clarke and Jonathan Winder, "Promoting diversity and place attachment through place-based histories: hybrid material-digital infrastructures and the public realm," in <emph>Social and Cultural infrastructure for people and policy: discussion papers</emph>. British Academy, 2024.https://<ulink href="http://www.thebritishacademy.ac.uk/publications/social-and-cultural-infrastructure-for-people-and-policy-discussion-papers/">www.thebritishacademy.ac.uk/publications/social-and-cultural-infrastructure-for-people-and-policy-discussion-papers/</ulink>. This review includes a discussion of <emph>Bristol's Know Your Place</emph> digital archive: https://maps.bristol.gov.uk/kyp/?edition.</bibtext> </blist> <blist> <bibtext> Edward W. Soja, <emph>Seeking Spatial Justice</emph> (Minneapolis: University of Minnesota Press, 2013).</bibtext> </blist> <blist> <bibtext> Stephanie Springgay and Sarah E. Truman, <emph>Walking Methodologies in a More-than-human World: WalkingLab</emph> (London: Routledge, 2017).</bibtext> </blist> <blist> <bibtext> Springgay and Truman, <emph>Walking Methodologies</emph>,107.</bibtext> </blist> <blist> <bibtext> Maggie O'Neill and Ismail Einashe, "Walking Borders, Risk and Belonging," <emph>Journal of Public Pedagogies</emph> 4 (2019).</bibtext> </blist> <blist> <bibtext> Springgay and Truman, <emph>Walking Methodologies.</emph></bibtext> </blist> <blist> <bibtext> César Augusto Ferrari Martinez and Gabriela Rodrigues Gois, "Walking as Political Utterance: The Walking Subjects and the Production of Space," <emph>Qualitative Inquiry</emph> 28, no. 2 (2021): 209–18.</bibtext> </blist> <blist> <bibtext> Deb Morrison, Subini Ancy Annamma, and Darrell D. Jackson, <emph>Critical Race Spatial Analysis: Mapping to Understand and Address Educational Inequity</emph> (London: Routledge, 2023); James-Gallaway and Turner, "Towards a Racial Justice Project".</bibtext> </blist> <blist> <bibtext> See for example: David Carlin and Laurene Vaughan, <emph>Performing Digital: Multiple Perspectives on a Living Archive</emph> (London: Routledge, 2016); Ashutosh Potdar and Sharmistha Saha, <emph>Performance Making and the Archive</emph> (New Delhi: Routledge, 2022); Diana Taylor, <emph>The Archive and the Repertoire: Performing Cultural Memory in the Americas</emph> (Durham, NC: Duke University Press, 2003); Gunhild Borggreen and Rune Gade, <emph>Performing Archives/Archives of Performance</emph> (Copenhagen: Museum Tusculanum Press, 2013); and for Bristol-based work: Paul Clarke and Julian Warren, "Ephemera: Between Archival Objects and Events," <emph>Journal of the Society of Archivists</emph> 30, no. 1 (2009): 45–66.</bibtext> </blist> <blist> <bibtext> Maaike Bleeker, "What if this were an archive? Abstraction, enactment and human implicatedness," in <emph>Transmission in Motion: The Technologising of Dance</emph>, ed. Maaike Bleeker (London: Routledge, 2016), 199–214.</bibtext> </blist> <blist> <bibtext> Kluitenberg, "Tracing the Ephemeral and Contestational".</bibtext> </blist> <blist> <bibtext> Ibid.,</bibtext> </blist> <blist> <bibtext> Aylwyn M. Walsh, "Towards Redress: The 'Not-yet' Future Between Harm and Repair in Cape Town," <emph>Futures</emph> 153 (2023): 103, 225.</bibtext> </blist> <blist> <bibtext> The MANIFESTO! card game was designed by <emph>Futures of Europe</emph>, "an open-ended, multidisciplinary project that aims to encourage discussion and engagement and to create new visions around possible futures of Europe". Visit their website here: https://<ulink href="http://www.futuresofeurope.org/">www.futuresofeurope.org/</ulink>.</bibtext> </blist> <blist> <bibtext> Walsh, "Towards Redress," 2.</bibtext> </blist> <blist> <bibtext> Such work builds on established perspectives and approaches within childhood studies and urban studies, for example: John Horton, "Anticipating Service Withdrawal: Young People in Spaces of Neoliberalisation, Austerity and Economic Crisis," <emph>Transactions of the Institute of British Geographers</emph> 41, no. 4 (2016): 349–62; Emma Uprichard, "Children as 'Being and Becomings': Children, Childhood and Temporality," <emph>Children &amp; Society</emph> 22, no. 4 (2008): 303–13; Colin Ward, <emph>The Child in the City</emph> (London: Penguin Books, 1979).</bibtext> </blist> <blist> <bibtext> Janna Thompson, "Historical Injustice and Reparation: Justifying Claims of Descendants," <emph>Ethics</emph> 112, no. 1 (2001): 114–35.</bibtext> </blist> </ref> <aug> <p>By Arathi Sriprakash; Alice Willatt and Claire Stewart-Hall</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Arathi Sriprakash is Professor of Sociology and Education at the University of Oxford. Her current research examines reparative justice in educational systems and practices. She is co-author of Learning Whiteness: education and the settler colonial state (2022).</p> <p>Alice Willatt is a Research Fellow at the Department of Education, University of Oxford. Alice's interdisciplinary research draws on feminist theory-praxis to explore the transformative possibilities of informal learning in public, community and activist settings for challenging the material-discursive structures that perpetuate social injustices.</p> <p>Claire Stewart-Hall is former Research Fellow at the Department of Education, University of Oxford. Claire's work builds on her experience and qualification as a head teacher in secondary and post-16 education. Her work focuses on whiteness and constructions of "race" and racism in policy enactment of senior leadership teams of schools in England.</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref10"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref11"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref12"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref13"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref14"></nolink> <nolink nlid="nl6" bibid="bib15" firstref="ref15"></nolink> <nolink nlid="nl7" bibid="bib16" firstref="ref16"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref17"></nolink> <nolink nlid="nl9" bibid="bib18" firstref="ref18"></nolink> <nolink nlid="nl10" bibid="bib19" firstref="ref19"></nolink> <nolink nlid="nl11" bibid="bib20" firstref="ref20"></nolink> <nolink nlid="nl12" bibid="bib21" firstref="ref21"></nolink> <nolink nlid="nl13" bibid="bib22" firstref="ref22"></nolink> <nolink nlid="nl14" bibid="bib23" firstref="ref23"></nolink> <nolink nlid="nl15" bibid="bib24" firstref="ref24"></nolink> <nolink nlid="nl16" bibid="bib25" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib26" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib27" firstref="ref27"></nolink> <nolink nlid="nl19" bibid="bib28" firstref="ref28"></nolink> <nolink nlid="nl20" bibid="bib29" firstref="ref29"></nolink> <nolink nlid="nl21" bibid="bib30" firstref="ref30"></nolink> <nolink nlid="nl22" bibid="bib31" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib32" firstref="ref32"></nolink> <nolink nlid="nl24" bibid="bib33" firstref="ref33"></nolink> <nolink nlid="nl25" bibid="bib34" firstref="ref34"></nolink> <nolink nlid="nl26" bibid="bib35" firstref="ref35"></nolink> <nolink nlid="nl27" bibid="bib36" firstref="ref36"></nolink> <nolink nlid="nl28" bibid="bib37" firstref="ref37"></nolink> <nolink nlid="nl29" bibid="bib38" firstref="ref38"></nolink> <nolink nlid="nl30" bibid="bib39" firstref="ref39"></nolink> <nolink nlid="nl31" bibid="bib40" firstref="ref40"></nolink> <nolink nlid="nl32" bibid="bib41" firstref="ref41"></nolink> <nolink nlid="nl33" bibid="bib42" firstref="ref42"></nolink> <nolink nlid="nl34" bibid="bib43" firstref="ref43"></nolink> <nolink nlid="nl35" bibid="bib44" firstref="ref44"></nolink> <nolink nlid="nl36" bibid="bib45" firstref="ref45"></nolink> <nolink nlid="nl37" bibid="bib46" firstref="ref46"></nolink> <nolink nlid="nl38" bibid="bib47" firstref="ref47"></nolink> <nolink nlid="nl39" bibid="bib48" firstref="ref48"></nolink> <nolink nlid="nl40" bibid="bib49" firstref="ref49"></nolink> <nolink nlid="nl41" bibid="bib50" firstref="ref50"></nolink> <nolink nlid="nl42" bibid="bib51" firstref="ref51"></nolink> <nolink nlid="nl43" bibid="bib52" firstref="ref52"></nolink> <nolink nlid="nl44" bibid="bib53" firstref="ref53"></nolink> <nolink nlid="nl45" bibid="bib54" firstref="ref54"></nolink> <nolink nlid="nl46" bibid="bib55" firstref="ref55"></nolink> <nolink nlid="nl47" bibid="bib56" firstref="ref56"></nolink> <nolink nlid="nl48" bibid="bib57" firstref="ref57"></nolink> <nolink nlid="nl49" bibid="bib58" firstref="ref58"></nolink> <nolink nlid="nl50" bibid="bib59" firstref="ref59"></nolink> <nolink nlid="nl51" bibid="bib60" firstref="ref60"></nolink> <nolink nlid="nl52" bibid="bib61" firstref="ref61"></nolink> <nolink nlid="nl53" bibid="bib62" firstref="ref62"></nolink> <nolink nlid="nl54" bibid="bib63" firstref="ref63"></nolink> <nolink nlid="nl55" bibid="bib64" firstref="ref64"></nolink> <nolink nlid="nl56" bibid="bib65" firstref="ref65"></nolink> <nolink nlid="nl57" bibid="bib66" firstref="ref66"></nolink> <nolink nlid="nl58" bibid="bib67" firstref="ref67"></nolink> <nolink nlid="nl59" bibid="bib68" firstref="ref68"></nolink> <nolink nlid="nl60" bibid="bib69" firstref="ref69"></nolink> <nolink nlid="nl61" bibid="bib70" firstref="ref70"></nolink> <nolink nlid="nl62" bibid="bib71" firstref="ref71"></nolink>
Header	DbId: eric DbLabel: ERIC An: EJ1479671 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0
IllustrationInfo
Items	– Name: Title Label: Title Group: Ti Data: Reparative Histories of Schooling – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Arathi+Sriprakash%22">Arathi Sriprakash</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3655-0605">0000-0003-3655-0605</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alice+Willatt%22">Alice Willatt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2511-5018">0000-0003-2511-5018</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claire+Stewart-Hall%22">Claire Stewart-Hall</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Paedagogica+Historica%3A+International+Journal+of+the+History+of+Education%22"><i>Paedagogica Historica: International Journal of the History of Education</i></searchLink>. 2025 61(4):491-507. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Class%22">Social Class</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Archives%22">Archives</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+Research%22">Participatory Research</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Bristol%29%22">United Kingdom (Bristol)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00309230.2025.2453841 – Name: ISSN Label: ISSN Group: ISSN Data: 0030-9230<br />1477-674X – Name: Abstract Label: Abstract Group: Ab Data: This paper explores reparative approaches to histories of schooling. We reflect on an ongoing research project that is attempting to construct a "people's history of schooling" in Bristol, England. The research aims to expand understandings of past and present conditions of racial and class injustices in education and how we are all implicated in different ways in these structures. It seeks to foster dialogue between teachers, school leaders, children, parents, and wider communities across the city about collective responsibility and reparative redress for educational injustice. In this paper we argue for "living" archival practices in histories of education -- mutable, multi-modal, participatory and politically engaged processes that privilege possibilities of redress within communities in the present. Such methodological orientations, we suggest, can help understand complex implication in injustice as well as the interconnectedness of past, present and future in reparative action. The paper sets out a case for history of education to take seriously reparative frameworks in theory and in practice. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1479671
PLink	https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1479671
RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00309230.2025.2453841 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 491 Subjects: – SubjectFull: Educational History Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Race Type: general – SubjectFull: Social Class Type: general – SubjectFull: Justice Type: general – SubjectFull: Archives Type: general – SubjectFull: Participatory Research Type: general – SubjectFull: United Kingdom (Bristol) Type: general Titles: – TitleFull: Reparative Histories of Schooling Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Arathi Sriprakash – PersonEntity: Name: NameFull: Alice Willatt – PersonEntity: Name: NameFull: Claire Stewart-Hall IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0030-9230 – Type: issn-electronic Value: 1477-674X Numbering: – Type: volume Value: 61 – Type: issue Value: 4 Titles: – TitleFull: Paedagogica Historica: International Journal of the History of Education Type: main
ResultId	1