What a primary school history curriculum for teaching and learning aimed at valuing cultural diversity should consist of

The decolonising and diversification of the curriculum campaign for equal rights, racial and social justice is a struggle for transformation in education policymaking and practice that continues today in the UK across all phases of education (Moncrieffe, 2022 a, b; Moncrieffe, 2021; Moncrieffe, 2020a, b; Moncrieffe et. al. 2020; Moncrieffe & Harris, 2020; Moncrieffe et al., 2019). In its broadest sense, the objective of decolonisation and diversification work in education is to expose and to disrupt the ongoing processes of colonialism, identified by the uncritical cultural reproduction of myopic Eurocentric curriculum knowledge (Bhambra et al., 2018; Moncrieffe, 2020a; Moncrieffe et al., 2020). Decolonisation and diversification of curriculum in teaching and learning means critically assessing, contextualising and challenging the dominant viewpoint and assumptions of Eurocentric, often ethnic-nationalist curriculum knowledge (Moncrieffe et al., 2022a; Moncrieffe, 2020a). This can be achieved by amplifying and disseminating the knowledge and perspectives of peoples that curriculum knowledge has historically silenced and marginalized (Moncrieffe, 2022a).