| Title: |
Methodologies for Decolonising Geography Curricula in the Secondary School and in Initial Teacher Education |
| Language: |
English |
| Authors: |
Nayeri, Cyrus (ORCID 0000-0001-5580-4362); Rushton, Elizabeth A. C. (ORCID 0000-0002-6981-8797) |
| Source: |
London Review of Education. 2022 20(1). |
| Availability: |
UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education; Higher Education; Postsecondary Education; Elementary Education; Grade 7; Junior High Schools; Middle Schools |
| Descriptors: |
Geography Instruction; Secondary School Teachers; Preservice Teacher Education; Teacher Education Programs; Grade 7; Geographic Location; Racial Bias; Ethnicity; Social Justice; Foreign Countries; Preservice Teachers; Curriculum Development; Place Based Education; World History; Slavery |
| Geographic Terms: |
United Kingdom (London) |
| DOI: |
10.14324/LRE.20.1.04 |
| ISSN: |
1474-8479 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1337302 |
| Database: |
ERIC |