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      Decolonising curriculum in education: continuing proclamations and provocations

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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.

            Author and article information

            Journal
            LRE
            London Review of Education
            Lond. Rev. Educ.
            UCL Press
            1474-8479
            25 May 2022
            : 20
            : 1
            : 12
            Affiliations
            [1 ]School of Education, University of Roehampton, London, UK
            [2 ]School of Social Sciences and Humanities, University of Suffolk, Ipswich, UK
            [3 ]Department of Social Sciences and Humanities, University of Westminster, London, UK
            [4 ]Star Academies Shadsworth Road, Blackburn, UK
            [5 ]School of Education, University of Glasgow, UK
            [6 ]Equality and Diversity Unit, University of Glasgow, UK
            [7 ]School of Education, Strathclyde University, Glasgow, UK
            Author notes
            Article
            LRE-20-12
            10.14324/LRE.20.1.12
            01704825-5945-4467-9071-7bf21b873e96
            © 2022, Richard Race, Pere Ayling, Dorrie Chetty, Nasima Hassan, Stephen J. McKinney, Lauren Boath, Nighet Riaz and Saima Salehjee.

            This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.20.1.12.

            History
            : 19 October 2021
            : 30 March 2022
            Page count
            Pages: 15
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            Race, R., Ayling, P., Chetty, D., Hassan, N., McKinney, S.J., Boath, L., Riaz, N. and Salehjee, S. (2022) ‘Decolonising curriculum in education: continuing proclamations and provocations’. London Review of Education, 20 (1), 12, DOI: https://doi.org/10.14324/LRE.20.1.12.

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            decolonising the curriculum,education research,education practice,critical race theory

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