Decolonising curriculum in education: continuing proclamations and provocations

Race, Richard, Ayling, Pere, Chetty, Dorrie, Hassan, Nasima, McKinney, Stephen. J,, Boath, Lauren, Riaz, Nighet and Salehjee, Saima (2022) Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education, 20 (1). ISSN 1474-8479

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Abstract

There is no denying the importance and increased significance of interest in decolonisation in education and the wider social sciences. This article aims to bring a continuing contribution to an evolving and important discussion. The methodology of this work allows a range of academics from different cultural contexts to voice their decolonising proclamations. The authors of the article are a combination of White, Black, Asian and mixed-race academic researchers in higher education who have come together to proclaim their viewpoints. They draw upon their research and apply professional practice in relation to differing aspects of generally decolonising education and specifically decolonising curricula. As a group, we believe that the notion of decolonising applies to all sections of education – not only to primary schools, but also to nurseries, secondary schools, colleges and universities. We hope this article will encourage more research, advocacy and action within education and interdisciplinary contexts into the complexity of decolonising the curriculum.

Item Type: Article
Uncontrolled Keywords: antiracist education, White working class, intersectional, Black Lives Matter
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Faculty of Arts, Business & Applied Social Science > Department of Applied Social Sciences
SWORD Depositor: Pub Router
Depositing User: Pub Router
Date Deposited: 08 Jun 2022 09:46
Last Modified: 08 Jun 2022 09:46
URI: http://oars.uos.ac.uk/id/eprint/2523

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