Decolonising Curriculum in Education: Continuing Proclamations and Provocations

Autor/inn/en	Race, Richard; Ayling, Pere; Chetty, Dorrie; Hassan, Nasima; McKinney, Stephen J.; Boath, Lauren; Riaz, Nighet; Salehjee, Saima
Titel	Decolonising Curriculum in Education: Continuing Proclamations and Provocations
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 12 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Educational Change; Curriculum Development; Social Justice; Activism; Racial Bias; Social Class; Values; Private Education; Foreign Countries; Power Structure; Whites; Preservice Teacher Education; African American History; Blacks; Science Curriculum; United Kingdom (Great Britain); Nigeria; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Racial discrimination; Rassismus; Social classes; Soziale Klasse; Wertbegriff; Privatunterricht; Ausland; White; Weißer; Lehramtsstudiengang; Lehrerausbildung; Black person; Schwarzer
Abstract	A prominent feature of the Black Lives Matter protests following the murder of George Floyd has been the renewed call for schools to become antiracist. What can be learnt from past unsuccessful attempts to implement antiracist education? Specific critiques of the antiracist movement made by prominent academics such as Paul Gilroy are worth revisiting. Research also suggests that sections of White working-class students were alienated by antiracist strategies that were often clumsy and exclusive in their implementation. In relation to state initiatives, there has been a shift from antiracist or multicultural agendas to the forefronting of the teaching of British values in schools. It is within this context, with the catalyst of popular outrage at racial injustice, that calls for antiracist education are again being vocalised. This article suggests that a renewed form of antiracism might focus on integrating a pedagogy of educating for social justice, setting out to avoid the polarisation of racialised categories. Rather than espousing a limited and essentialising discourse of race, a reexamination of class relations could usefully be positioned within a reformulated and reimagined antiracism that offers a critique of systemic injustice to include a wider constituency than race alone. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01