Decolonising the Curriculum: contexts and strategies

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

Home Teaching History for the Contemporary World Chapter
Decolonising the Curriculum: Contexts and Strategies
Peter D’Sena
Chapter
First Online: 18 April 2021
445 Accesses

Abstract
The call to decolonise the curriculum is being heard not only within universities but also increasingly, since the killing of George Floyd, on streets across the world from protesters in the Black Lives Matter demonstrations and other movements. But what exactly is it that they are demanding? What are its origins and objectives? Here, with specific reference to the UK, we explore the background and contexts for the growth of the decolonising the curriculum movement; reflect on its significance and potential for teaching, learning and educational outcomes; and finally consider some strategies for taking it forward in our discipline.
Original languageEnglish
Title of host publicationTeaching History for the Contemporary World: Tensions, Challenges and Classroom Experiences in Higher Education
Subtitle of host publicationTensions, Challenges and Classroom Experiences in Higher Education
EditorsAdele Nye, Jennifer Clark
Place of PublicationAustralia
PublisherSpringer Nature
Pages29-41
Number of pages12
ISBN (Electronic)978-981-16-0247-4
ISBN (Print)978-981-16-0246-7
DOIs
Publication statusPublished - 1 May 2021

Keywords

  • History

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