A Key Stage 3 & 4 Local History Study
Recovering the hidden histories of people of African and Asian heritage living and working in Georgian London
A Fantastic Start to New Collaborations 2024
'Fulham Palace is delighted to support the Sankofa London Schools Project. The project's exploration of local links to resistance by enslaved people reveals compelling tales in an engaging way, and the sessions give participants the tools to go about peeling back the layers of history by themselves!'
Kate Kern, Learning & Engagement Manager
Sankofa London Schools Project participants have so far identified 45 people of African and Asian heritage in London parish records
'It was a real pleasure to introduce SLSP participants to working with with archive material at the London Metropolitan Archives as they were engaged, attentive...asked good questions and got stuck in, despite the whole experience being new.'
Claire Titley, Archives Officer (Collections Knowledge & Engagement) LMA
Chiswick School Yr 12 Students Decolonise Wikipedia
The Sankofa London Schools Project has collaborated with year 12 students at Chiswick School to recover, and share, the life stories of Freedom Seekers -
John Whitt and his companion from Virginia, Bess from South Carolina, Henrietta from Bengal, and a group of young sailors who ran from the Hampden packet ship, whilst docked in Deptford.
Re-imagining Georgian London through the eyes of...
Freedom Seekers
Enslaved and indentured
men, women & children who
ran from captivity whilst in the capital.
Recovering the shape of their absence
in the context of the local and wider global community, migration & empire.
Image: Jacques Andre Portail 1695-1751
The National Curriculum - Empire and Diversity
'History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.'
History Programmes of Study: Key Stage 3 National Curriculum in England
'The National Curriculum explicitly calls for young people to understand their own and others’ cultures ‘as an essential element of their preparation for life in modern Britain’, in which ‘they understand, accept, respect and celebrate diversity’. Teaching the long, diverse, often-fraught history of migration, belonging, and empire would partially achieve this. To adequately prepare students to be tolerant, confident citizens, these topics must be understood as integral both to our history and to the richness of British culture.'
'Migration and empire are not marginal events: they are central to our national story. As it stands, the story we are telling is incomplete'
TIDE - Runnymede Report: Teaching Migration, Belonging, and Empire in Secondary Schools
