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      Decolonial approaches to school curriculum for Black, Indigenous and other students of colour

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            Abstract

            This article analyses findings from a research project examining the Pear Tree Community School in Oakland, California, USA – a small, social justice-focused school primarily serving Black, Indigenous and other students of colour in grades from kindergarten to Grade 5. Through this multi-year case study, which included observations, interviews and focus groups, this article presents data from interviews with teachers and administrators who explain how they decolonise their primary school classroom curriculum, particularly amid national and global issues, such as heightened racial violence and increasingly polarised political discourse, which adversely impact the families and communities to which students belong. Teachers and administrators share concrete examples of decolonial approaches at the school level and within their classroom curricula that centre the lived experiences and histories of communities of colour. This article contributes an empirical study of one school’s decolonial approaches at the early grades level to the emerging scholarship on decolonising education.

            Author and article information

            Journal
            LRE
            London Review of Education
            Lond. Rev. Educ.
            UCL Press
            1474-8479
            09 February 2022
            : 20
            : 1
            : 5
            Affiliations
            [1 ]University of San Francisco, USA
            Author notes
            [* ]Correspondence: mibajaj@ 123456usfca.edu
            Author information
            https://orcid.org/0000-0002-5011-2639
            Article
            LRE-20-5
            10.14324/LRE.20.1.05
            d7492058-53df-4c46-b52b-276fa08f6c28
            © 2022, Monisha Bajaj.

            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.20.1.05.

            History
            : 07 July 2021
            : 07 December 2021
            Page count
            Pages: 15
            Categories
            Research article
            Custom metadata
            Bajaj, M. (2022) ‘Decolonial approaches to school curriculum for Black, Indigenous and other students of colour’. London Review of Education, 20 (1), 5. DOI: https://doi.org/10.14324/LRE.20.1.05.

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            decolonisation,critical pedagogy,primary schooling,students of colour,Indigenous resistance,social justice education,educator praxis,racial justice

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