While British universities pride themselves as centres of international education and cosmopolitanism, an increasing number of voices in recent years have questioned the ‘global’ nature of the curriculums on offer. A ‘global’ environment may be perceived by the extent to which it includes and continuously works towards promoting a truly diverse community. By questioning whether higher education in the UK is truly ‘global’, students around the country have begun a very important, and often neglected, conversation: which voices get to be heard in our education about the past? As a history student, my personal experience with learning about the past at university has enabled me to reflect on whether (and how) diversity can be allowed institutionally. Universities are under pressure to diversify their history curricula and, as students, it is our responsibility to inform ourselves on this topic. However, it is even more important to look at the same problem at an earlier, and potentially more important, level: that of school education and minority voices. This article addresses the lack of diversity in university curriculums and argues that the teaching of history at schools must shift towards inclusivity and away from grand narratives. It additionally maintains that this shift is crucial in attracting students from more diverse backgrounds to enrol in arts and humanities, and that it is the only way to combat the ‘us versus them’ mentality so prevalent in perceptions of both history and current events.
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