Paul Bracey first studied Economic History at the University of Leeds. He attained an upper second class degree and went on to study an MA in History and PGCE at the University of Birmingham.
He has taught in five schools. He was seconded for two years to lecture PGCE students at Birmingham University. He came to the University of Northampton in 1997 as a Senior Lecturer in History Education.
In 2008 he was awarded a PhD in Education from Birmingham University which examined the significance of an Irish Dimension in the English History Curriculum.
Articles based on his thesis have been published in the following journals –History of Education and Educational Review. He passed the PhD Supervision Module from the University of Northampton in 2009.
He is Secretary of Midlands History Forum; member of the Historical Association Primary Committee and Editorial Panel and a member of the DfE/TDA initiated History Expert Group. He also regularly reviews journal articles. He has experience as an external examiner at three universities including the role as chief examiner.
- BA Foundation Subjects Year 1
- BA Foundation Subjects Year 2
- BA History Specialism Year 1 –Module Leader
- BA History Specialism Year 2- Module Leader
- BA History Specialism Year 3 –Module Leader
- BA Principal Module
- MA/PGCE Teaching and Learning and Assessment
Paul’s main area of research interest is teaching diversity in history. He has published in this area and a recent analysis of the teaching of Black History is due for publication. He is also interested in other aspects of history education such children’s learning outside the classroom.
He is currently supervising one PhD student and 11 undergraduate dissertations.
In addition to writing in academic journals he regularly contributes to teacher journal publications and was editor of Autumn 2015 publication of Primary History.
- Bracey, Paul (2018) Editorial. Primary History. 78, p. 4. 0966-6559.
- Bracey, Paul (2017) Big Picture History: enabling children to get a sense of the past. Workshop presented to: Northern History Forum: Making Connections, Leeds Trinity University, 31 March 2017.
- Bracey, Paul, Darius, Jackson and Gove-Humphries, Alison (2017) Teaching diversity in the history classroom. In: Davies, I. (ed.) Davies, Ian Debates in History Teaching. 2nd ed. London: Routledge. pp. 202-212.
- Gove-Humphries, Alison, Bracey, Paul and Jackson, Darius (2017) Why is diversity so important? How can we approach it? Primary History. 75, pp. 8-12. 0966-6559.
- Bracey, Paul (2016) Editor. Primary History. 71 London: Historical Association. 0966-6559.
- Bracey, Paul (2016) 'Shaping the future', black history and diversity: teacher perceptions and implications for curriculum development. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 44(1), pp. 101-112. 0300-4279.
- Bracey, Paul and Crawford, Helen (2016) Going beyond the topic: making links and connections at Key Stage and Key Stage 2. Workshop presented to: Historical Association Annual Conference 2016, Harrogate, 20-21 May 2016. (Unpublished)
- Bracey, Paul (2016) So was everyone an Ancient Egyptian? Developing an understanding of the world in Ancient times. Primary History. 73, pp. 12-17. 0966-6559.
- Bracey, Paul (2016) The riches of Benin. Workshop presented to: Inspiring Primary History, British Museum, London, 30 January 2016. (Unpublished)
- Bracey, Paul (2015) From home to the front. World War I (1914-18) in the primary classroom. Primary History. 69, pp. 14-19. 0966-6559.
- Bracey, Mary, Bracey, Paul and Kirkland, Sandra (2014) Chapter 7: History. In: Smith, P. and Dawes, L. (eds.) Smith, Patrick and Dawes, Lyn Subject Teaching in Primary History. London: Sage. pp. 129-148.
- Bracey, Paul, McDonald, Chad, Billins, Kayleigh, Kaup, Keryy and Knight, Michael (2014) Eweka's story: Benin, big picture history and the National Curriculum for History 2014. Primary History. (67), pp. 24-28. 0966-6559.
- Sayers, Judy and Bracey, Paul (2014) Mathematics into History go: enhancing Mathematics and History through fieldwork at a castle. Mathematics Teaching. (241), pp. 29-33.
- Bracey, Paul (2014) Using Big Picture History to make sense of Benin 900-1300. Workshop presented to: Northern History Forum, Leeds Trinity University, 19 November 2014. (Unpublished)
- Bracey, Paul (2014) What do we mean by Big Picture History? Primary History. 68, pp. 10-15. 0966-6559.
- Gove-Humphries, Alison, Bracey, Paul and Jackson, Darius (2013) Why are you so angry Grace? Teaching and learning about Grace O’Malley as a significant woman at Key Stage 1. Primary History. 65, pp. 22-23. 0966-6559.
- Bracey, Paul (2012) Shaping the Future: enhancing black history and diversity? Paper presented to: European Conference on Educational Research (ECER) 2012, University of Cadiz, 18-21 September 2012. (Unpublished)
- Bracey, Paul (2011) Shaping the Future curriculum project resources: opportunity or surplus to requirements? Workshop presented to: Irish Association for Social, Scientific and Environmental Education (IASSEE) 10th Annual Conference: Learning for the Twenty-First Century: From Research to Practice, St. Patrick’s College, Drumcondra, Dublin, 04 – 05 February 2011. (Unpublished)
- Bracey, Paul, Jackson, Darius and Gove-Humphries, A (2011) They did things differently then: diversity and challenge from Key Stage 1. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 39(4), pp. 373-382. 0300-4279.
- Bracey, Paul (2010) Perceptions of the contribution of an Irish dimension in the English history curriculum. Educational Review. 62(2), pp. 203-213. 0013-1911.
- Bracey, Paul (2010) Teaching diversity in the history classroom. In: Davies, I. (ed.) Davies, Ian Debates in History Teaching. London: Routledge. pp. 172-186.
- Bracey, Paul, Jackson, Darius and Gove-Humphries, A (2008) Exploring significant individuals as heroes to challenge Anglo-centric norms in Key Stage 2 history (7 – 11). In: Vella, Y. (ed.) Vella, Yosanne Transforming History Teaching - Transforming Society. Malta: University of Malta. pp. 19-32.
- Bracey, Paul (2008) Mainstreaming black history in schools. Workshop presented to: Making the Most of It: Black History and British Education, University of Northampton, 12 July 2008. (Unpublished)
- Bracey, Paul (2008) Perceptions of an Irish dimension in the English history curriculum: implications for diversity within the curriculum. Paper presented to: European Association of History Educators (EUROCLIO) 15th Annual International Professional Development Conference: The Past in the Present: Identity, Diversity and Values Through History Teaching, University of the West of England, Bristol, 4 - 5 March 2008. (Unpublished)
- Bracey, Paul and Jackson, Darius (2008) Teaching a controversial aspect of Irish history across Key Stages 1, 2 and 3: from justification to application. Practical presented to: European Association of History Educators (EUROCLIO) 15th Annual International Professional Development Conference: The Past in the Present: Identity, Diversity and Values Through History Teaching, University of the West of England, Bristol, 4 - 5 March 2008. (Unpublished)
- Bracey, Paul (2007) Is inclusion good enough? Examination of an Irish dimension in the English history curriculum. Paper presented to: Anglo Irish Research Symposium, Northampton, 17-18 June 2007. (Unpublished)
- Bracey, Paul, Gove-Humphries, A and Jackson, Darius (2006) Refugees and evacuees: enhancing historical understanding through Irish historical fiction with Key Stage 2 and early Key Stage 3 pupils. Education 3-13. 34(2), pp. 103-112. 1475-7575.
- Bracey, Paul (2006) Teaching for diversity? Exploring an Irish dimension in the school history curriculum since c.1970. History of Education. 35(6), pp. 619-635. 1464-5130.
- Bracey, Paul and Gove-Humphries, A (2003) An evaluation of pupil perceptions of Ireland, Irish history and its contribution to history teaching in our multicultural society. Curriculum Journal. 14(2), pp. 201-215. 1469-3704.
- Burns, J and Bracey, Paul (2001) Boys' underachievement: issues, challenges and possible ways forward. Westminster Studies in Education. 24(2), pp. 155-166. 1470-1359.