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.
Although the importance of listening to children's voice is acknowledged in international literature, it is not clear whether educational researchers really listen to them and if they do, what research designs and methods facilitate that. Therefore, using the EPPI-centre approach (2007), a systematic literature review was undertaken of all papers published between 2015-2020 that indicated the author/s had listened to 3-7 year-old children's voice. The aim was to identify, appraise and synthesize international research focused on listening to their voice, and the research designs, methods of data collection and theoretical framework authors have used to achieve this. From the 74 studies that met the inclusion criteria we found that there was some evidence of listening to children's voice.However, there was a tendency to use adult-led methods rather than child-led methods along with the use of adult data sources for confirmation. Further, in many studies no specific theoretical framework was used. Based on our review of reviews, it is evident that this is the first international systematic review of its kind and provides unique insights that are relevant to researchers, professionals and policy makers internationally.
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