Teaching National History in Secondary Schools: Foreign History Teachers’ Experiences in Seychelles

Abstract

National history education plays a pivotal role in shaping students’ sense of identity and belonging.
Nevertheless, in 2023, 59% of history teachers in Seychelles' public secondary schools were
foreign nationals, individuals whose personal histories often lie outside the national narrative. This
qualitative research, using classroom observations and interviews with eight foreign history
teachers from four different schools, explored their experiences in teaching Seychelles' history.
Findings show that they are motivated to teach in Seychelles by the pursuit of professional growth,
cultural exploration and improved financial stability. Adequate knowledge, cultural sensitivity,
relevance, language aspect and adaptive teaching strategies effectively contributed to their
effectiveness in teaching the national history. The study argues that ongoing professional
development to deepen language and cross-cultural communication, immersive experiences and
community engagement to foster a stronger sense of belonging and incorporating a multiperspective
teaching approach can enrich national history education. The study highlights that
foreign teachers can be regarded as an asset rather than a limitation, enriching the classroom with
their diverse perspectives without undermining the sense of national identity building, which
remains a principal goal of national history. This study contributes to the broader discourse on how
foreign teachers can positively contribute to local educational contexts.