Nayeri, C.;
Rushton, E.A.C.;
(2022)
Methodologies for decolonising geography curricula in the secondary school and in initial teacher education.
London Review of Education
, 20
(1)
pp. 1-14.
10.14324/LRE.20.1.04.
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Abstract
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.
| Type: | Article |
|---|---|
| Title: | Methodologies for decolonising geography curricula in the secondary school and in initial teacher education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.20.1.04 |
| Publisher version: | https://doi.org/10.14324/LRE.20.1.04 |
| Language: | English |
| Additional information: | © 2022, Cyrus Nayeri and Elizabeth A.C. Rushton. 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. |
| Keywords: | decolonising, geography curricula, secondary schools, teacher education |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10146539 |
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