Confronting the deafening silence on race in geography education in England: learning from anti-racist, decolonial and Black geographies

Puttick, Steven; Murrey, Amber

doi:10.1080/00167487.2020.12106474

Cited by 26 publications

(12 citation statements)

References 27 publications

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“…Esson & Last, 2020; Johnson, 2020). Anti‐racist geographies is a ‘praxis‐driven scholarship attentive to and critical of the changing and particular functions of racialization (including whiteness and white supremacy) in informing space, place, geographies, economies and societies—as well as the structural inequalities within and between them (Puttick & Murrey, 2021). Anti‐racist geographies have much to offer us by way of attending to the roles and functions of racism, racialization, whiteness and anti‐blackness on the African continent—as work from the feminist political ecologists Sharlene Mollett and Caroline Faria demonstrate in their transnational conversation on the functions of whiteness in geographical fieldwork in South Sudan and Honduras, for example (Mollett & Faria, 2016).…”

Section: For Anti‐racist African Geographiesmentioning

confidence: 99%

Defiant scholarship: Dismantling coloniality in contemporary African geographies

Daley

Murrey

2022

Singap J Trop Geogr

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Colonial epistemes persist in studies of African geographies. We argue that colonial continuities are revealed in (a) the status of human geography within African higher education; (b) the marginalization of Africa (particularly beyond Southern Africa) within the discipline of human geography; and (c) erasures of the functions of racialization in African societies. These are compounded by the relative marginalization of African knowledge within decolonial thought, including decolonial geographies and the disunities between the subfields of black geographies and African geographies. To challenge some of these dynamics, we introduce the concept of defiant scholarship in Africa, a form of scholarship that seeks to work against and outside of dominant grammars and prevailing registers and which draws from a powerful and extensive intellectual tradition across the African continent. Working from Walter Rodney's ‘guerrilla intellectuals’ and drawing on Walter Mignolo's ‘epistemic disobedience’, defiant scholarship cultivates those ways of thinking and those practices that are external to, in opposition to, and/or unconventional to the coloniality of knowledge. We ask what it means for our scholarship to be disobedient to colonial and capitalist epistemes, and, in so doing, we sketch the contours of an African geographies subdiscipline that is anti‐racist, decolonial, and in active conversation with black geographies. The result of our engagement is a call for a reinvigoration of African geographies as we currently know and practice them.

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Section: For Anti‐racist African Geographiesmentioning

confidence: 99%

Defiant scholarship: Dismantling coloniality in contemporary African geographies

Daley

Murrey

2022

Singap J Trop Geogr

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“…The geographical subdiscipline of Black Geographies (e.g. Allen et al, 2019; Bledsoe and Wright, 2019; Eaves, 2017; Hawthorne, 2019; Hirsch and Jones, 2021; Moulton, 2022; Noxolo, 2022; Puttick and Murrey, 2020) is well-placed to examine this genre.…”

Section: The Weird From Old To New: Differencementioning

confidence: 99%

For a new weird geography

Turnbull

Platt

Searle

2022

Progress in Human Geography

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The contemporary ecological condition is one of ‘global weirding’, a term coined to describe both anthropogenically changed worlds and the experience of dwelling within them. In this paper, we foreground New Weird fiction as a progressive literary style, distinct from its problematic roots, with conceptual import to human geography. Through attention to the New Weird’s treatment of difference, dis/orientation and ecological relation, these texts provoke geographers to foster a speculative ethics suited to a weirding world. In suggesting this ethical approach, this paper contributes to emerging debates in geography concerning ambivalence, disorientation and affirmation/negation.

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“…Colonial legacies are still present in what is taught in the geography classroom, and in who is given the right to produce and disseminate geographical knowledge. Puttick and Murrey (2020) highlighted how the word 'race' does not appear once in the Department for Education's Key Stage 3 Geography Programme of Study or GCSE subject content, and A level subject content is similarly silent on this issue. More broadly, scholars have considered how the British education system can actively serve to create and reinforce racial and class-based inequalities (Kulz, 2017).…”

Section: Approaches To Decolonising the Curriculum In Geography Educationmentioning

confidence: 99%

Methodologies for decolonising geography curricula in the secondary school and in initial teacher education

Nayeri

Rushton

2022

Lond. Rev. Educ.

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While a clear rationale for the need to decolonise school geography curricula has been proposed, there are few examples of what this looks like in practice. Drawing on our professional practice in both a secondary school and a university setting, we outline two case studies of decolonising the curriculum that centre on promoting student agency. The first is a Year 7 geography unit of work, and the second is a walking tour of London for an initial teacher education programme for secondary school geography teachers. Through these case studies, we argue for the importance of encouraging students to think about geographical relations with other places, and build on studies which foreground the importance of place as a pedagogic device through which the aims of decolonisation can be furthered.

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Confronting the deafening silence on race in geography education in England: learning from anti-racist, decolonial and Black geographies

Cited by 26 publications

References 27 publications

Defiant scholarship: Dismantling coloniality in contemporary African geographies

Defiant scholarship: Dismantling coloniality in contemporary African geographies

For a new weird geography

Methodologies for decolonising geography curricula in the secondary school and in initial teacher education

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