Shalina Patel is a highly accomplished historian, teacher, and writer who has made significant contributions to decolonising the history curriculum in the UK.
Renowned for her exceptional teaching skills and dedication, Shalina was awarded the prestigious Silver Pearson Teaching Award for Teacher of the Year in a Secondary School in 2018. Her new book, "The History Lesson," delves into the untold stories of history, shedding light on overlooked narratives.
In an interview with Asian Voice, Shalina discusses the insights and inspirations behind her book.
What inspired you to write "The History Lessons" and delve into the forgotten histories of the world?
When I meet new people, they often find it interesting that I'm a history teacher. Many tell me they either loved history in school and still do, or they didn’t appreciate it back then but have since developed a keen interest in it. Some even express regret about not paying more attention in history class. This feedback is one of the reasons I wrote the book. The second reason is that many people have significant blind spots when it comes to history. I also recognise that people can feel intimidated by history books, believing they need extensive background knowledge. Ultimately, I hope the book serves multiple purposes: rekindling a love for history in those who already appreciate it, and providing an accessible entry point for those who feel disconnected from the subject. I believe it’s a book for everyone, helping readers revisit familiar topics from school or discover new connections and resonances with history.
Could you share some insights into your research process for the book? Can you share a particularly intriguing story or person you discovered during your research?
I loved the research process for my book. I began by using the same approach I use to teach my young students, focusing on the stories we tell them. This served as a foundation for my research, giving me a great excuse to delve deeper into various historical topics. For example, one subject I cover with my students is indentured Indian labour, but through my research, I was able to explore it in much greater detail.
Many people don’t know that after the British abolished the slave trade, they replaced enslaved people with Indian workers. This isn't a widely known fact, and it’s something I highlight in the book. Each chapter in the book represents a historical period, divided into mini-lessons. One lesson, titled "Indian Indentured Laborers Replaced Enslaved Workers After Abolition," provides insights into this lesser-known aspect of history.
During my research, I came across records of actual labourers. For instance, I found a man named Gurdon from Calcutta, described as 5 foot 3 with a scar on his right shin. These small details make history more personal and engaging for my students. I also learned about the deceptive methods used to recruit Indian women as labourers, often near temples and shrines, where they were persuaded or kidnapped and taken aboard ships to work in places like Guyana, Fiji, Saint Lucia, and Jamaica.
One fascinating fact I discovered is that there’s a town in Belize named Calcutta, due to the large number of Indian labourers who were brought there. Such nuggets of information are scattered throughout the book, making the history come alive. Each chapter in my book mirrors a school timetable, covering periods like the medieval world, the Tudors, the Suffragettes, the Great War, and the Second World War. While these topics might sound familiar, the stories I tell are not the ones typically known.
Is your book intended for both adults and schoolchildren? Did you have to simplify the content for a wider audience?
My aim with this book is to give adults a chance to revisit and refresh their school history knowledge. So yes, this book is primarily for adults. I hope that parents read this book and feel more confident in two ways: understanding history themselves and comparing it with what their children are learning in school. They might notice a disconnect and realise that the stories in my book should be part of the curriculum, as they are the kinds of stories I teach. Ultimately, I want this book to be empowering for everyone. That's why it's called "The History Lessons," it's a series of lessons for adults to build their confidence in history. I hope it encourages people to watch documentaries or explore more about different periods. In bookshops, history sections are usually filled with very specific topics. You can't just buy a general book about World War II; you have to pick a book about a particular battle or person. My book aims to fill that gap by providing a broad understanding of various historical periods.
How did your students react to you writing a book? Additionally, what do you hope readers will take away?
I’m very lucky to have such supportive students and colleagues. Many students and parents have expressed their excitement about reading my book, and they’ve told me how proud they are to know me, which is incredibly sweet.
What I want people to take away from my book is that history is for everyone. I know it sounds cliché, but it’s true. For example, I’m deeply passionate about teaching the world wars. However, during Remembrance Day, I often notice that not enough South Asians and other ethnic minorities wear poppies. I hope that when people read my book, they realise that World War I and World War II included millions of people who looked like them and that they were part of that history. I want to show that history isn’t elitist or exclusive; it belongs to everyone.
I aim to highlight the diversity within these movements and bring attention to those who have been forgotten or written out of history. I want readers to feel that history is accessible, something they can discuss and question.
