Using literature to diversify and decolonise the A-level history curriculum

This AHRC Impact Acceleration Account project, Using Literature to Diversify and Decolonise the A level History Curriculum, addressed the limited representation of marginalised perspectives in the teaching of Soviet history.

Working with A level History teachers and the Historical Association, the project developed innovative teaching materials aligned with the A-level History curriculum. The materials are based on contemporary historical fiction by minoritised post-Soviet authors, most of whom are women.

Grounded in research from the Russophone Literary Diversity project and Contemporary Russophone Literature: Diversity, Hybridity, Decoloniality, three teaching packs and a supporting information resource were produced and piloted at the CPD event held at UoB on 24 January 2026 [LINK think to the document “CPD Advert attached].

Teachers highlighted the pedagogical value of using literary narratives to enhance engagement, de-centre historical narratives, and support neurodiverse learners. The project contributes to more inclusive and critically informed History teaching, with ongoing dissemination and future research planned to extend its national impact.

Ready-to-use teaching materials for A-Level Soviet History Teachers can be found here:

• Svetlana Alexievich, The Unwomanly Face of War (1985) | Second-Hand Time (2013) | Boys in Zinc (1991) (Word docx, 7.2 MB)
• Nino Haratischvili, The Eighth Life (2014) and Guzel Yakhina, Zuleikha (2015) (Word docx, 10.7 MB)
• Narine Abgaryan Three Apples Fell from the Sky (2020) (Word docx, 6.1 MB)

Rulyova’s CPD lecture slides provide additional information which can inform your teaching [to follow].

Teachers praised the innovative approach of teaching history through literary narratives, highlighting the “less Moscow-centric approach”, the importance of the stories about “diversity in the Soviet experience”, “adaptable and accessible exercises which help to bring the history to life for students”, the value of the materials not only for A-level History but also for A-level English Literature and EPQ coursework. They have also noted that the resources support the development of “cross curricular links” and that they enable History teachers to explore the effects of propaganda across different Soviet regions and encourage students to examine how authors have “used primary sources to piece together their narratives”.

Teachers reported that the materials would be effective for homework, independent study, and as “a hook” to introduce historical topics in class. The resources were described as “excellent”, “well written”, and “interesting”. Participants also responded positively to the methodological framework presented in Rulyova’s lecture (see above), which focused on distinguishing between texts in History books and historical fiction, drawing on Laura Caxton’s differentiation between history’s emphasis on accuracy and historical novels’ capacity to convey a sense of historical authenticity.