When writing about the teaching of history in universities, three contexts become apparent. The first is the enormous diversity and sophistication of historical practice and historical thinking. The second is the existence of Threshold Learning Outcomes (TLO) to standardise history teaching. The third is the Scholarship of Teaching and Learning which has provided an international intellectual and practical framework within which to discuss discipline teaching. In this chapter, we position this book within those contexts and introduce its purpose.

This chapter considers the importance of leadership in creating an environment in which history teaching can flourish and evolve. It argues that 'enabling leadership' is a way to support individual and collegial endeavour that reinvigorates professional commitment within the context of the managerial revolution.