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The article examines the enduring popularity of a form of school history which is based
predominantly on the idea that the transmission of a positive story about the national past will
inculcate in young people a sense of loyalty to the state; a reassuring and positive sense of
identity and belonging; and a sense of social solidarity with fellow citizens. England is one of
the countries which has to at least some extent moved away from this model of school
history; but the past few years have seen suggestions for a move back to a history curriculum
which focuses predominantly on the transmission of ‘Our Island Story’; and which presents a
positive rendering of that story. The history curriculum in England is currently under review;
and public pronouncements by politicians; academic historians and newspaper editorials
suggest strong pressures towards a restoration of what is often termed ‘traditional’ school
history; which was prevalent in English schools before the advent of what has been termed
‘New history’ in the 1970s. The paper questions some of the arguments which have been put
forward in order to justify a return to a history curriculum based on a positive and
unproblematic narrative of the national story and suggests that such a course of action is
based on some unexamined assumptions and a limited understanding of pedagogy and
learning. The final section of the paper outlines several weaknesses and flaws in the
arguments for reverting to a traditional (i.e. ‘nation-based’ and celebratory) form of school
history; and some of the dangers inherent in such a project.