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Jason Todd

Senior Departmental Lecturer in History Education | Linacre College

jason.todd@education.ox.ac.uk

@JJtodd1966

About me

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Research

Book chapters

Mulholland, M., Thompson, I., & Todd, J. (2022). Theorising practices of inclusive pedagogy: a challenge for initial teacher education. In K. Burn, T. Mutton, & I. Thompson (Eds.), Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 113-126). Routledge.

https://doi.org/10.4324/9781003183945 https://ora.ox.ac.uk/objects/uuid:232f876c-1dc4-4ab5-a519-3c540366aae0
Todd, J., Thomas, E., & Bateman, C. (2022). PRACTICAL THEORISING IN LEARNING TO TEACH HISTORY: A shifting process of negotiation. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 51-65).

https://doi.org/10.4324/9781003183945-6
Todd, J. (2014). Negotiating Knowledge: Task design in the history classroom. In Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement (pp. 152-169). Taylor & Francis Group: Routledge.
BURN, K., & TODD, J. (n.d.). Getting the question right: Reconciling students’ needs and interests with the demands of disciplinary history. In R. Bain, A. Chapman, A. Kitson, & T. Shreiner (Eds.), International Review of History Education Volume 9: History Education and Historical Enquiry. Information Age.

Journal articles

Branford, A., & Todd, J. (2024). A Professional Development Model for the Teaching of British Empire, Migration, and Belonging. 111-119.

https://doi.org/10.1108/978-1-83549-144-720241010
Todd, J., & Hibbert, D. (2017). Professional learning through a focus on task design: responding to historical scholarship and students’ interests. Revista Electrónica Interuniversitaria De Formación Del Profesorado, 20(3), 15-31.

https://doi.org/10.6018/reifop.20.3.290951
Todd, J. (2016). The importance of subject specific training. Teaching History, 162.

https://www.history.org.uk/publications/categories/300/resource/8762/teaching-history-162-scales-of-planning

Subjects Taught

MSc in Learning and Teaching
PGCE (History)
DPhil in Education

Current Doctoral Students

Adamseged Abebe

Doctoral Student

Lavinia Kamphausen

Doctoral Student and Research Assistant

Doctoral Student and Research Assistant

Doctoral Applications

Jason welcomes doctoral applications from students interested in the following research areas

Task design in history education
Children’s wider engagement with history, through social remembering, and its impact on their historical consciousness. Developing complex and multi-perspective history that takes account of student’s diverse backgrounds and giving students access to the history curriculum.
Developing approaches to teaching the First World War.

Funded Research Projects

A portrait of the teaching of the British Empire, migration and belonging in English secondary schools

TRACTION (Teaching Race, Belonging, Empire and Migration)