Decolonising curriculum in education: continuing proclamations and provocations

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.

Decolonising the school curriculum: a special feature

“…Indeed, every article in the special feature, each in their own way, reminds us how decolonising the curriculum offers opportunities to critically review and dismantle colonial discourses, reclaim knowledges and ultimately determine the shape and direction of future nations and societies globally. These are manifestos, which, in Browning et al's (2022) and Race et al's (2022) articles, are necessarily highlighted as the conspirations, challenges and controversies that lie ahead in realising the goal of decolonisation.…”

“…'Decolonising curriculum in education: continuing proclamations and provocations', authored by Race et al (2022), provides seven proclamations in relation to the notion of a decolonised curriculum. While some of the proclamations assert the need to teach children and young people about critical race Decolonising the school curriculum 3 theory, White power structures and White superiority, and to take on board intersectional complexities, such as class and gender, other proclamations emphasise the need to update curricula so that they are more meaningful and relevant for all students.…”

Decolonial and anti‐racist perspectives in teacher training and education curricula in England and Wales

“…And yet, Scotland and Northern Ireland represent important contexts for decolonial and anti-racist scholarship and practice. As Race et al (2022) highlight, Scotland in general and especially cities founded on wealth derived from empire such as Glasgow, are important places for work which moves beyond simply engaging with 'Black History Month'. They argue that Scottish school and teacher education curricula should critically engage with past and present systemic inequalities which are replicated and amplified by education systems.…”