Methodologies for Decolonising Geography Curricula in the Secondary School and in Initial Teacher Education

Autor/inn/en	Nayeri, Cyrus; Rushton, Elizabeth A. C.
Titel	Methodologies for Decolonising Geography Curricula in the Secondary School and in Initial Teacher Education
Quelle	In: London Review of Education, 20 (2022) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Nayeri, Cyrus) ORCID (Rushton, Elizabeth A. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
DOI	10.14324/LRE.20.1.04
Schlagwörter	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; United Kingdom (London) + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Lehramtsstudiengang; Lehrerausbildung; School year 07; 7. Schuljahr; Schuljahr 07; Racial discrimination; Rassismus; Ethnizität; Soziale Gerechtigkeit; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Weltgeschichte; Sklaverei
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01