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). https://doi.org/10.14324/lre.20.1.12

TitleDecolonising curriculum in education: continuing proclamations and provocations
TypeJournal article
AuthorsRace, Richard, Ayling, Pere, Chetty, Dorrie, Hassan, Nasima, McKinney, Stephen J, Boath, Lauren, Riaz, Nighet and Salehjee, Saima
AbstractThere 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.
KeywordsEducation
JournalLondon Review of Education
Journal citation20 (1)
ISSN1474-8479
Year2022
PublisherUCL Press
Publisher's version
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.14324/lre.20.1.12
Publication dates
Published online25 May 2022

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