Repositioning curriculum teaching and learning through Black-British history

The brutal killing of George Floyd in the USA by white policeman has triggered the explosion of #BlackLivesMatter protests across the world. These protests in the UK have pointed to the epistemic violence of white supremacism transmitted by the national curriculum for history. This article aims to consider all of these events and concerns about history and education more carefully, and argues specifically that curriculum perspective repositioning is needed by teachers so as to allow for the successful teaching and learning of Black-British history.