Black Lives Matter in Education, Curriculum, Teaching and Learning

Research output: Contribution to journalArticle

Abstract

The epistemic violence of Eurocentrism via the school curriculum has been exposed. Calls have become louder for space to be given to the teaching and learning of black history as part of a fuller, more representative teaching of the past. Decolonising the Eurocentric curriculum of teaching and learning is about seeing ‘white privilege’ and knowing how mindsets have been created and sustained by this. This is a challenge, as 'white privilege' has become the default setting of many in society, and as such has become invisible. It is therefore difficult to recognise, so needs to be deliberately deconstructed. Why? Decolonising the curiculum will equip all of our students and colleagues with greater opportunities to broaden their ways of seeing for more in-depth and considered ways of knowing. Decolonising the curriculum is a process that will advance professional practice for all in the 21st century.
Original languageEnglish
Pages (from-to)7-8
Number of pages2
JournalDecolonising the Curriculum: Teaching and Learning about Race Equality
Issue number3
Publication statusPublished - 25 Jul 2020

Bibliographical note

© University of Brighton, Brighton UK

Keywords

  • Black-British
  • Teaching and learning
  • Decolonising the Curriculum
  • History curriculum
  • Teacher education and development

Fingerprint Dive into the research topics of 'Black Lives Matter in Education, Curriculum, Teaching and Learning'. Together they form a unique fingerprint.

  • Cite this

    Moncrieffe, M. (2020). Black Lives Matter in Education, Curriculum, Teaching and Learning. Decolonising the Curriculum: Teaching and Learning about Race Equality, (3), 7-8.