The BERA Guide to Decolonising the Curriculum
Equity and Inclusion in Educational Research and Practice
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- Description
- Contents
- About
The call for decolonising curriculum knowledge comes from across public and academic voices and educational organisations. Led by international educationalists across all phases of education, The BERA Guide to Decolonising the Curriculum is a powerful evocation, direction, and call to action for epistemological equity in knowledge production, teaching, and learning.
The chapters draw on significant international literature from across the fields of decoloniality, race, gender, history, sociology, and philosophy, and real-world cases, with multiple examples from international academic leaders, academics, and teachers to address concerns about the ideological and political orientation of educational policy discourse bounded by Eurocentric epistemology.
Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.
Introduction
- Chapter 1. Decolonising the curriculum: fostering praxis for equity and inclusion; Marlon Lee Moncrieffe, Omolabake Fakunle, Marlies Kustatscher, and Anna Olsson Rost
- Early Childhood and Primary Education - Introduction
- Chapter 2. Decolonising and Diversifying Primary School Curriculum Knowledge: Enacting Theory in Practice and Pedagogy; Hannah Tyreman, Lisa-Maria Muller, and Marlon Lee Moncrieffe
- Chapter 3. The Primary Curriculum for Religious Education in Northern Ireland: Making a Case for Epistemic Justice; Rebecca Loader, Erika Jiménez, Joanne Hughes, and Aisling O’boyle
- Chapter 4. Decolonising Early Childhood Education: Disrupting Professional Discourses; Chandrika Devarakonda and Marlies Kustatscher
- Chapter 5. Decolonial Education through Solidarities: Anti-Racism Learning in Early Childhood Education And Care in Canada; Zuhra Abawi and Rachel Berman
- Chapter 6. Decolonising knowledge of the Parent-Practitioner Relationship in Early Childhood Practice through Reflective Intercultural Teaching and Learning interventions; Lesleann Whiteman
- Chapter 7. Decolonising the Curriculum: A Comparative Case-Study of Black Learner and Educator Perspective Experiences from London (UK) and Johannesburg (South Africa); Omena Osivwemu
- Early Childhood and Primary Education – Summary
- Secondary and Tertiary Education – Introduction
- Chapter 8. Diversifying the History Curriculum in England: A Slow (r)evolution; Katharine Burn, Richard Harris, and Joseph Smith
- Chapter 9. Challenging Dominant Narratives: Centring Historically Underserved Voices to Create New Enquiries for the History Classroom; Dan Lyndon-Cohen
- Chapter 10. A Professional Development Model for the Teaching of British Empire, Migration and Belonging; Abigail Branford and Jason Todd
- Chapter 11. Decolonisation in Further Education: Engaging Diverse Students in the Delivery of A Decolonised Curriculum for a Level Biology in the Heart of the Former Empire; Samantha Hughes and Neil Hart
- Chapter 12. Decolonising language teaching: More than a Box-Ticking Exercise; Christina Richardson, Jane Jones, and Tanya Linaker
- Chapter 13. HEADSUP: Using Deliberate Reflexive Practice to Strengthen Decolonial Thinking and Action; Balqis Mohammed, Anna Olsson Rost, and Karen Pashby
- Secondary and Tertiary Education – Summary
- Higher education – Introduction
- Chapter 14. Creating the Anti-Racism Framework to Transform the Curriculum for Student Teachers in England; Heather Jane Smith and Vini Lander
- Chapter 15. Decolonial praxis in Wales: Reflections on Research, Policy, and Anti-Racist Action; Susan Davis and Jeremiah Olusola
- Chapter 16. Decolonising the Curriculum in Higher Education: Introducing a Practice-Informed Framework from Two Non-White Academics in a UK University; Farah Akbar and Omolabake Fakunle
- Chapter 17. Relationality, Plurilingualism, and Place: Language Education in Higher Education in Northern Ireland; Mel M. Engman
- Chapter 18. ‘Hunting’ for a Black Feminist Decolonial ‘Archive’ at a Predominantly White University; Sahar D. Sattarzadeh
- Chapter 19. Decolonising Teaching and Research: A Student Buddying Programme between Burundi and the UK; Louise Taylor, Jill Childs, Susan Muchiri, Naomi King, Diana Wanjagi, and Frankii Charles
- Higher education – Summary
- Conclusion
- Chapter 20. What are the Next Steps to Advancing Equity and Inclusion in Teaching and Learning through Decolonial Educational Research and Practice?; Marlon Lee Moncrieffe, Omolabake Fakunle, Marlies Kustatscher, and Anna Olsson Rost
Marlon Lee Moncrieffe is an international award-winning researcher and author of multiple educational and decolonial monographs. He has been the editorial lead for numerous volumes on decolonising curriculum knowledge. He is President of the British Educational Research Association (BERA) and a fellow of the Chartered College of Teaching.
Omolabake Fakunle is a Chancellor's Fellow/Senior Lecturer, and Director, Equality, Diversity and Inclusion at the Moray House School of Education and Sport, University of Edinburgh. Her award-winning research focuses on inclusivity in internationalisation from a decolonial lens.
Marlies Kustatscher is a Senior Lecturer in Childhood Studies at the Moray House School of Education and Sport, University of Edinburgh. Her teaching and research focus on childhood practice and childhood and intersectionality.
Anna Olsson Rost is a researcher and Senior Lecturer at the Faculty of Health and Education at Manchester Metropolitan University. She is also a member of the Pedagogies and Learning research group, the Programme Leader for the Secondary PGCE Programme, and a Senior Fellow of Advance HE.