Sound and vision blog

Following the integration of the Key Stage Two (KS2; ages 7 - 11) Windrush Voices workshop into the British Library’s core schools programme, members of the Learning Team have been developing a workshop for Key Stage 3 (KS3; ages 11 - 14) learners. This uses a similar framework to the KS2 workshop, using the process of interactive listening to help engage learners with oral testimonies. The three extracts selected for the KS3 workshop are of Vanley Burke, Linton Kwesi Johnson and Andrea Levy, all discussing their experiences of school.

Vanley Burke on going to school in Britain as a child (BL reference C459/217) 

Download Vanley Burke on going to school in Britain as a child transcript

Linton Kwesi Johnson 'aspirations above my station' (BL reference C1276/60)

Download Linton Kwesi Johnson 'aspirations above my station' transcript

Andrea Levy on experiences at school (BL reference C1276/59)

Download Andrea Levy on experiences at school transcript

The rationale for this selection is that the theme is immediately relevant to the listeners, providing a point of connection and resonance with learners who are a similar age to the recollections in the clips. Before listening, learners are told some contextual information about the interviewees and for each one, asked to consider what they are expecting to hear. Following each clip, learners have a chance to reflect, thinking about what they heard, whether it was in line with their expectations, and whether there were any surprises, both in what was said and what was omitted. They are then encouraged to consider what follow-up questions they would like to have asked, further contributing to the interactive dynamic.

An additional aspect introduced for this workshop is to draw out similarities and differences between the extracts. This is a useful technique as it helps create an analytical framework and focused way of listening to and thinking about the extracts. On the surface, there are more obvious similarities between the experiences of Vanley Burke and Linton Kwesi Johnson, both encountering a system that had low expectations of Caribbean working-class Black boys. Vanley reflects that ‘it was like the wild west’ whilst Linton recalls being told by a careers advisor that he had ‘aspirations above his station.’

Vanley Burke. Image Courtesy of Birmingham Post & Mail, 2014

On first listen, Andrea Levy’s account provides clear differences, with her experiences sounding much more positive. At one point, she laughs as she recalls doing well in tests:

‘I’d come top and I just couldn’t believe it you know I just because you know I just couldn’t believe that I could I mean what were they doing you know I was not working hard…I I don’t I still don’t know quite you know, I thought, what’s happening?’

Andrea Levy © Sueddeutsche Zeitung Photo/ Alamy Stock Photo

Andrea speaks with a British accent (she was born in England in 1956), whilst Linton and Vanley both have Jamaican accents (arriving from Jamaica in 1963 and 1965 respectively), potentially further contributing to their outsider status and feelings of estrangement within the British education system. Hearing accents also speaks to the importance of playing the clips, as this would go undetected if the recordings were being read in class from a transcript rather than directly listened to. For some learners and teachers, hearing Jamaican accents might be simultaneously familiar to their own lives and unexpected in a classroom setting. Thus, oral history has the potential to help bring connections and meanings to learners’ lives, legitimising voices and experiences that, until relatively recently, haven’t always been visible in the historical record.

There are also some areas of similarity that might not be immediately obvious. Despite Andrea’s cheerful exterior, there are hints that she was also made to feel like she didn’t belong; for example, when she says ‘there were no other Black kids in my class’ and ‘I just didn’t mention Jamaica or anything.’  These examples suggest a connection to Vanley and Linton in that she also felt like an outsider but was more able to assimilate to fit in. Another similarity between Linton and Andrea can also be drawn in their deep appreciation of learning. Both discuss the subjects they enjoy, with Linton reflecting: ‘I always loved learning you know I had a very inquisitive mind I wanted to know. I had a thirst for knowledge.’  

Linton Kwesi Johnson. Image credit: Maria Nunes Photography

This is important as it suggests that whilst their external treatment and experiences were different, there is a clear connection in their internal attitude to and relationship with learning. This is underpinned in the first part of Linton’s extract when he says: ‘We all wanted to make something of our lives.’ A further similarity is that all three of the interviewees went on to have successful careers in the arts, with experiences of Caribbean migration playing a key role in Linton Kwesi Johnson’s poetry, Andrea Levy’s novels and Vanley Burke’s photography. 

Drawing out similarities and differences between extracts offers the chance to think more deeply about the recordings and find connections that might otherwise go unnoticed. The sheer number of items available at the British Library means there is sometimes a danger of trying to cover as much ground as possible through listening to as a wide range of recordings as possible. I would argue that less is more, and that there is deep educational value in listening to a small well-selected range of clips.  

It is important to note that the clips used are selected from a much longer interview. Andrea, Vanley and Linton recorded multi-session in-depth life story interviews for the British Library. This means that the clip doesn’t necessarily represent the entirety of their descriptions of their school and childhood experiences and it is entirely feasible that other parts of the interview could potentially contradict what is being said in these extracts.

Similarly, different people, including potentially Linton, Andrea and Vanley themselves, might well interpret the clip in different ways, especially if they have heard more expanded sections of the interview. This is not to diminish the experience of listening to a shorter edited clip. Rather, being mindful of the nature of the life story approach, with its focus on a full story as opposed to a single historical event, can make for richer conversations with learners, leading to a deeper understanding of different types of oral history.

Beyond the workshop, there are multiple opportunities to engage learners with the Library's Sound Archive, suggesting the applicability of oral history in the classroom for cross-curricular use. For example, in addition to English and History students studying aspects of migration and Empire through literature and sources, Photography students might want to explore Vanley Burke’s work and consider the extent to which his school experiences influenced his photography, or Politics and Citizenship students might want to consider the connection between art and activism.

Similarly, Sociology students might want to use the oral testimonies to examine ethnicity and achievement in relation to education, also drawing on other items in the British Library’s collection such as the work of Beryl Gilroy. Students studying for an Extended Project Qualification or Higher Project Qualification (student-driven research projects) might want to incorporate oral testimonies to help drive their enquiry question, strengthening their research skills and gaining confidence in handling sources within an archive.

Ultimately, this workshop and the selected recordings provide an excellent opportunity to engage learners with aspects of the collection and encourage wider engagement with audio testimony and sounds from the British Library to the classroom.

Thank you to all those involved in developing this work: members of the Learning Team at the British Library, Mary Stewart (Lead Curator, Oral History), and, crucially, to the interviewees themselves: Andrea Levy and Linton Kwesi Johnson (interviewed by Sarah O’Reilly for Authors’ Lives, 2014 – 15) and Vanley Burke (interviewed by Shirley Read for An Oral History of British Photography, 2014)

Blog by Debbie Bogard, Learning Facilitator in the British Library's Learning team.

Further Reading and Listening

Read 'Linton Kwesi Johnson awarded PEN Pinter Prize 2020' on the Sound and Vision Blog

Read 'Remembering Andrea Levy' on the English and Drama Blog

Read '"We’re not just passing through": how photographer Vanley Burke immortalised black Britain' on The Guardian

For more details on how the interactive listening approach can be used in the classroom, read Debbie's blog Authentic Encounters: Oral History in the Classroom Part 2 on the Oral History Society website.

Photo by Elias Maurer on Unsplash.

Three years ago the UK was emerging from the first of its three national lockdowns, imposed by the government in an effort to curtail the spread of Covid-19. In March 2020, BBC Radio 4’s PM programme launched Covid Chronicles, inviting listeners to submit accounts of their lockdown and pandemic experiences. Some of these submissions were broadcast on the programme, and the full collection has found a home at the British Library.

One of these submissions – ’40 Days and 40 Nights’ by Becky Clayton – is a humorous creative story, exploring the negative and positive effects of the lockdown from the perspective of a narrator in conversation with her housemate, Satan. Whilst Satan gleefully describes the chaos and destruction wrought by the pandemic, the narrator argues that a lot of good has come out of the lockdowns too, much to Satan’s annoyance.

Listen to Becky Clayton

Download 40 Days and 40 Nights transcript

Content warning: this audio clip contains strong language and adult themes.

Becky Clayton submitted this recording to BBC Radio 4 for the PM programme’s Covid Chronicles segment. The full Covid Chronicles collection will be available at the British Library later in 2023.

Becky’s story features as a collection item on the British Library’s Covid stories web resource. The resource offers insights into the Covid-19 pandemic from a multitude of perspectives, as documented in the many Covid collections now archived at the British Library. The resource features eight articles on a range of topics, from the experiences of NHS staff and patients to the impact of the pandemic on young people and communities. Becky’s creative story features in the article ‘Creative responses to the Covid-19 pandemic’, authored by Dr Ernesto Priego.

This week’s selection comes from Madeline White, Curator of Oral History.

I chose this interview with the war photographer Don McCullin to gain a deeper understanding of photography as a profession and, more specifically, photojournalism.

From Finsbury Park, London, Don McCullin has collaborated with many national and international newspapers covering major world conflicts. He has won several awards including the prestigious World Press Photo of the Year award in 1964.

Above: Don McCullin pictured in 1964.

In this conversation recorded at ICA London he begins by acknowledging photography as a way to discover himself. He wonders whether it is possible to shape people attitudes towards events with his photographs.

Don McCullin speaking at the ICA

Download Transcript Don McCullin

A question I’ve asked myself many times is how best to portray humanity using photography? What is the decisive moment for street photography? To cite Henri Cartier-Bresson’s words;

‘Finding a more honest way to approach people in photography is crucial: a compassionate manner is perhaps the way of doing it. ‘

A photojournalist will capture a moment. It has to be an honest exercise made with sympathetic eyes, with the intent to capture reality.

People often want to know what sparked the photographers curiosity in them. He talks about being the innocent foreigner; what is his role in these portraits of humanity?

A photograph allows us to look at society and question its dynamics.

Todays post written by Guilia Baldorilli, reference specialist

Publicity shot of Sun Ra, 1973. Distributed by Impulse! Records and ABC/Dunhill Records. Photographer uncredited. Public domain.
 
Throughout his long career the pianist, composer, bandleader and Afrofuturist pioneer Sun Ra (1914-1993) released over one hundred albums, many under his own record label Saturn Records. His sprawling recorded output is matched in extent only by the longevity of his band, the variously-named Arkestra, which formed in the 1950s and still performs to this day under the leadership of saxophonist Marshall Allen - surely one of the longest-running bands in existence.

This combination has served well to preserve the legacy of Sun Ra who passed away almost 30 years ago today on 30 May 1993. His death was mourned worldwide but not more so than by his devotees from within the Arkestra as captured by an all-day KPFA memorial programme which aired in the summer of 1993. This week’s highlighted recording is from this broadcast, which forms part of the Christ Trent Collection (C833). Chris Trent is a Sun Ra historian and founder of the archive-led, Ra-oriented record label Art Yard. The programme features interviews with several members of the Arkestra including saxophonist John Gilmore, trombonist Julian Priester and trumpeter Michael Ray as well as Evidence label founder Jerry Gordon and Jim Newman who produced the Afrofuturist sci-fi film Space is the Place (1974). Whilst the majority of the interviews are anecdotal and focus on Sun Ra’s history, saxophonist Ronald Wilson’s contribution stands apart in its pertinent reflections on the future of Sun Ra’s music.

Ronald Wilson interview excerpt

Download Ronald Wilson transcript

In this clip, soundtracked by the syncopated piano chords of ‘Somewhere in Space’, Wilson talks about the House of Ra in Philadelphia. The house functioned as a communal living & rehearsal space, the Arkestral headquarters and to this day is still lived in and used by the very same band. At the time of broadcast the house was overflowing with tapes which spilled out onto the kitchen sink, underneath tables and on top of cabinets and windowsills. According to Wilson, Sun Ra recorded everything that he did.

The Sun Ra Arkestra performing in Brecon, Wales in 1990. Photo by Peter Tea. Sourced from Flickr under CC BY-ND 2.0.

To me, it feels as if Ronald Wilson is not only addressing the KPFA listeners of 1993 but also those of us working in the British Library’s sound archive in 2023, as well as the musicologists and archivists of the future. Whilst it is sometimes easy to lose sight of the long-term importance of archives, Wilson’s clear-sighted appeal is a reminder of why audio preservation is needed in order to understand the lives of these artists as they unfolded and the music that came from them. Sun Ra must have shared this viewpoint himself. His explanation, as recounted by writer Robert Campbell, on how he chose which music to release on the Saturn label, says as much:

Whatever I think people are not going to listen to, I’ve always recorded it. When it’ll take them some time - maybe 20 years, 30 years - to really hear it.

Reference: Campbell, R. in  Omniverse: Sun Ra edited by Hartmut Geerken; Bernhard Hefele (Wartaweil: Waitawhile. 1994).

Today’s post was written by Gail Tasker, Metadata Support Officer.

The British Library recently launched a new online learning resource, Voices of the Holocaust, as part of Unlocking Our Sound Heritage. The new website features a curated selection of audio clips, pulled mainly from four collections of oral history interviews with Holocaust survivors held at the British Library’s sound archive. Alongside the interview extracts, the resource features biographies of the interviewees as well as historical context provided through themes and articles.

Many audio clips featured in the new Voices of the Holocaust learning resource speak to how difficult it was to escape Nazi-occupied countries and find a new home. In an interview with Herbert Levy, Peter Rickenback speaks about leaving Nazi Germany and spending several years travelling Europe and beyond, bouncing from job to job to evade immigration authorities returning him to Nazi Germany as an illegal immigrant.

Until 1941, official Nazi policy was to encourage Jewish people to emigrate, but they made it incredibly difficult and dangerous to do so. Throughout the 1930s, the Nazis enacted over 400 antisemitic laws that systematically impoverished and restricted the lives of Jewish people. The ‘Decree on the Registration of Jewish Property’ forced them to surrender their property to the state, and the ‘Reich Flight Tax’ taxed them heavily for attempting to emigrate. Numerous laws also prevented Jewish people from earning a living: in 1933 they were excluded from government roles, in 1936 Jewish teachers were banned from schools, and in 1938 the ‘Decree on the Exclusion of Jews from German Economic Life’ closed all Jewish-owned businesses. On top of this, other countries’ immigration policies were unforgiving. For a visa, some required immigrants to secure a sponsor, pay hefty fees, and queue up on a daily basis to retrieve multiple documents, all under threat of public harassment and abuse.

In the mid-1930s, Peter Rickenback’s family struggled financially under the conditions in Nazi Germany, and were not able to emigrate together. He was able to leave on his own after being offered a hotel catering job in Sweden on a training permit. After his permit expired, Peter and his family exhausted all of their resources keeping him out of Germany for several years. His father helped him to get a work permit for France where he had a series of hotel jobs. Whilst there, he met two English men who offered him a job and permanent residence in Britain. In this clip, he talks about his attempt to get to Britain and take up this opportunity.

Listen to Peter Rickenback discuss being a fugitive in Europe

Download Peter Rickenback transcript

Above: Peter Rickenback. Photo copyright © USC Shoah Foundation.

As he describes, the laws changed before he arrived in Folkestone, making his paperwork insufficient and requiring him to return and apply for a visa. This sent him back to Boulogne, where he was warned he would be in danger, and from there he fled to Paris and then to the Netherlands with a forged work permit. After police caught up with him, Peter got a job on a boat to West Africa, which eventually returned to Hamburg. Once there, it was too dangerous for Peter to get off the boat, but the Gestapo gave permission for Peter’s family to board for an hour, where he was able to meet with his parents one last time. He was forcibly returned to the Netherlands, and during his time there, his father helped him to get an affidavit for entry into the United States. Peter appealed to the Jewish Aid Committee to get a transit visa to Britain, and received some help from his employer to pay for it. He arrived in Britain two weeks before the start of the war, and settled there. His sister was able to get to Britain on a domestic work permit, but his parents stayed in Germany and did not survive.

Peter’s story is one of many that reveal just how difficult it was for Jewish people to escape the Nazi regime for good. This collection item is featured in the new Voices of the Holocaust online resource, which includes 87 clips from oral history interviews with Holocaust survivors and Jewish refugees, contextual articles, and biographies of the interviewees.

This week's post comes from Georgia Dack, Web Content Developer for Unlocking our Sound Heritage.

On 11 March 1946 Hanns Alexander arrested Rudolf Höss, a German SS officer who was the longest-serving commandant of Auschwitz. Hanns, who was born in Berlin in 1917, fled Nazi persecution in the late 1930s because he was Jewish. He fled to England with his parents and siblings, and joined the British Army as soon as he could.

Image copyright: Courtesy of Alexander Family Archive.

In May 1945 Hanns was an interpreter at the Bergen-Belsen concentration camp, where he helped British army officials interrogate Nazis and their collaborators on their involvement in the Holocaust. Hanns then decided to become a Nazi hunter, using his skills to track down and arrest Nazis who had so far evaded capture.

Listen to Hanns Alexander

Download Hanns Alexander transcript

Audio copyright: British Library. Recorded and donated by Herbert Levy.

In this clip from an interview with Herbert Levy in 1996 (British Library reference: C958/03), Hanns describes how he and his colleagues searched for Rudolf for several months. They eventually found him by tracking letters that he and his wife were sending one another. Hanns recalls how Rudolf initially denied being the commandant of Auschwitz and instead claimed he was a gardener called Franz Lang. However, Rudolf’s wedding ring gave him away, because it had his and his wife’s initials, along with their wedding date.

Hanns tells Herbert that capturing Rudolf was one of his greatest victories. Learn more about Hanns and his life through the Voices of the Holocaust leaning resource.

This week’s post comes from Charlotte James, Web Content Developer for Unlocking Our Sound Heritage.

Artist Sophie Herxheimer, creator of the artwork for the British Library’s new Voices of the Holocaust website, reflects on her approach to contextualising and representing the voices of Holocaust survivors.

This collection of interviews with Holocaust survivors encompasses themes of war, suffering, imprisonment, exile and loss. But there are also things that made me laugh, many surprises, sharply conjured memories and images - and a lot of detailed insight about Britain, and its relationships with refugees and European politics, much of which still resonates today.

The British Library’s learning team approached me about the idea of creating a different way in to this dark chapter of history: something to replace the grainy photographs of hollow-eyed victims of atrocity that so often accompany this type of material.

We discussed how we could better reflect the dignity, courage and long term contributions of the people in these interviews, their often long and settled lives in the UK – their legacy as parents, workers, friends and neighbours, whose identities were not ossified in victim mode.

We thought of the liveliness of these extraordinary testimonies which help to shed light on who we all are, and what really happened, as well as the contribution these immigrants made to post war British culture.

My father, aunt and grandparents arrived in London in November 1938 from Berlin, saved by an inventive job offer for my doctor grandfather, from the hastily set up Council for Academic Refugees (it’s still going!). The family spoke German at home in North London, but never spoke of Germany or the war years. Nor was our Jewishness referred to, we were head-down, assimilated, secular Londoners; on my mum’s side too, though her forebears were from a much earlier wave of immigrants from Russia.

My first step towards realising the commission was to listen. The next steadying thought I had was to devise a palette that would immediately suggest an atmosphere, and use colour to loosen any oppressive sense of worthiness, horror or ‘explanation’. I mixed gouaches based on the furnishings that I remembered from my paternal grandparents’ house. It had a strong middle European flavour, with its whiskery upholstery, heavy wooden furniture and fern green window frames. 

Coffee was a colour too. So was herring, paprika and beer. I painted paper in these shades and went through my collage scrap bags for period ephemera. (I hoard scraps, like any self-respecting child of a refugee.) I found pages from 1930s journals, family letters and postcards that I have in a beribboned bundle, some books written in German Gothic script that I’ve picked up on scourings of charity shops and cupboards.

I began to compile and cut out images for each themed banner, paying careful attention to the voices and their stories...

1. 'My dad was still shaving...'

Henry Kuttner remembers the November Pogrom of 1938

Download Henry Kuttner transcript

2. 'Quite a big troop ship...'

Willy Field on being sent to Australia

Download Willy Field transcript

3. ‘You could smell - rotten cabbages - and beetroot...'

Edith Birkin on conditions in the Łódź Ghetto

Download Edith Birkin transcript

I was searching not only for particular images from the recordings but also for vocal tone and texture, e.g. hesitation, indignation, mirth, age, accent. These were all keys to the sensations I wanted to convey (texture is an essential tool when making work to be seen online). 

I like to fight the flatness of the screen with chunky textural heft. It’s another enlivening way to disrupt the surface and get beneath it. I composed the banners with reference to a mid-century graphic aesthetic - a lot of which was pioneered in the Bauhaus, during Germany’s short-lived, but eternally influential, Weimar period.

Using photocopied strips cut from family correspondence, with its fluent handwriting in varied scripts and gestures, as well as the soft ephemerality of its faded paper, added immediate authenticity, as well as offering structure to my collages. I used the writing to make the shapes of stripes, rays, squares and buildings.

I could cut figures from different pieces of found material, e.g. a ‘situations wanted’ page of The Times, 1939: “Educated Viennese Jewess seeks domestic work…” or a page from a child’s comic my father had grown up reading, which was seamless Nazi propaganda written into sentimental stories about ‘sacrifice’ and ‘the fatherland’. I also used scraps of printed wrapping papers if they seemed evocative, or had adjacent colours, or suggested period through pattern.

I hope by making these collages from largely discarded materials, to also echo in a small way the resourcefulness and practicality of the people in the recordings, who had to use whatever they could find, including imagination, to emerge from the horrors of war and persecution.

Sophie Herxheimer
March 2023

The Partition of India represents a pivotal moment in British history, and the new Voices of Partition resource is aimed at providing sources to teachers so they can gain an understanding of the nature of Britain’s relationship to India and Pakistan following over 150 years of colonisation. Working with A-level teachers Debbie Bogard and John Siblon, who led two Continued Professional Development (CPD) sessions at the British Library in December 2022, teachers were able to explore how oral histories are particularly powerful in opening up conversations and providing different ways of learning and analysing some of the resources at the Library. For this blog Debbie reflects on their experience of leading the CPD sessions...

For the last year, my colleague John Siblon and I have been working with the British Library on a project called 'Unlocking Our Sound Heritage - Voices of Partition’. Drawing on a range of British Library collections (including oral histories and archival documents from the India Office records), this new online resource includes many oral testimonies documenting the run up to the independence from Britain, the period of the partition of India and creation of Pakistan. We were invited to produce a student and teacher guide for the website, which we then delivered in two Professional Development sessions.

The resources provided a valuable opportunity to think about how to work with sources, particularly oral testimony, which is an area that many students (and possibly teachers) might not have encountered before. Source work can be challenging for students, who can often become unstuck and thrown off guard if unable to understand certain words or phrases within a text. Certainly, one common refrain in the history classroom is along the lines of, ‘Why didn’t people in the past just speak normally?’ Whilst this can be overcome in the classroom, struggling with sources can be problematic in high-stakes situations such as under exam conditions, where students can panic and consequently struggle to think clearly and critically.

Within the guide, we adopted a metacognitive approach to source analysis, whereby students are encouraged to think explicitly about the processes of their learning. In relation to written sources, we provided a step-by-step framework, where students are encouraged to ‘think like an historian’ before engaging with source content, along these lines:

Given what the source is, where it comes from, as well as the wider context, what do I expect the source to say?

This process is designed to free up thinking so that students don’t become lost in the source but rather are able to engage with the higher level task of addressing its attribution (including provenance, context and purpose) in order to engage more freely and confidently with what it says.

Similarly, with the oral testimonies, students are encouraged to think about the kinds of questions the interviewer might ask. Examples include:

Given what we know about the wider context, what do I expect the questions to be? And what am I expecting from the responses?

Following listening (typically the testimonies are around three minutes in length), there are follow-up questions, such as:

Was this in line with what I was expecting? Any surprises / interesting omissions? If you were the historian conducting this interview, what would you like to have asked the interviewee?

This is also designed to create a more authentic encounter between listener and testimony, away from the restrictions of typical source-based questions and ways of thinking.

We then ran two professional development sessions, which aimed to introduce teachers to the oral testimonies, as well as modelling the session so that it could then be run in
the classroom. The sessions themselves brought together a wonderful and eclectic mix of teachers, oral historians, educators, archivists, activists, musicians and students. Consequently, the discussions that arose were vibrant and engaging, helping bring the materials to life. One participant introduced us to the concept of ‘deep listening’, whereby the very act of listening is itself an exercise in mindfulness. Another commented how listening to oral sources allowed them to imagine the situation in a way that merely reading the text would not have allowed.

We also discussed the importance of awareness around the nature of the questions asked, and how the methodology of oral history will have changed over time. For example, in the clip of Charles Allen’s interview with the female freedom fighter and activist Kamaladevi Chaddopadhy, the questions focus on the war rather than her own experiences, with one question suggesting that Indians displayed loyalty to Britain in the war, a claim that Chaddopadhy counters with a more nuanced position about lack of consultation and representation.

The opportunity to engage with a plurality of voices also featured in other discussions. In one group, participants noted the way in which the Quit India movement was seen and understood through a child’s perspective, with the testimony from Raj Daswani recalling the five key leaders of Congress before discussing the food that he remembered eating at the time. We discussed how this unusual level of detail is something that could really appeal to and engage students, offering a different angle from the high politics presented through official government records and papers.

Another illuminating conversation focused on how to handle emotionally disturbing content relating to sexual violence and other buried traumas. In particular, the extent to which the classroom is an appropriate place for listening to challenging and turbulent testimonies. One teacher reflected on the importance of engaging with these sources as a way of learning about and honouring these experiences, as to deny them would be to prevent developing a deeper understanding of how partition played out. Overall, the sessions helped exemplify the richness of the oral testimonies and an excellent opportunity for a broader, more complex and nuanced understanding of partition.

There are already some exciting plans for next steps including ideas for students to carry out their own oral history projects in their local communities, as well as a possible project with Welsh Pakistani communities, which would be a fascinating angle on migration stories. As classroom teachers and teacher educators, it was rewarding to be valued for our professional expertise and be given the opportunity to model a ground-up, teacher-driven form of CPD. Thank you to the wonderful learning team at the British Library.

Debbie Bogard, February 2023