Decolonial Approaches to School Curriculum for Black, Indigenous and Other Students of Colour

Autor/in	Bajaj, Monisha
Titel	Decolonial Approaches to School Curriculum for Black, Indigenous and Other Students of Colour
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 5 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bajaj, Monisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Elementary School Curriculum; Indigenous Populations; Minority Group Students; Ethnic Groups; Elementary School Students; Social Justice; Racial Bias; Social Problems; World Problems; History Instruction; Educational History; United States History; Violence; Slavery; African American Students; American Indian Students; Asian American Students; Hispanic American Students; Pacific Americans; California; California (Oakland) + Suchen Sie Ihr Suchwort? Sinti und Roma; Ethnie; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Social problem; Soziales Problem; Weltproblem; History lessons; Geschichtsunterricht; History of education; Bildungsgeschichte; Gewalt; Sklaverei; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Kalifornien
Abstract	This article analyses findings from a research project examining the Pear Tree Community School in Oakland, California, USA -- a small, social justice-focused school primarily serving Black, Indigenous and other students of colour in grades from kindergarten to Grade 5. Through this multi-year case study, which included observations, interviews and focus groups, this article presents data from interviews with teachers and administrators who explain how they decolonise their primary school classroom curriculum, particularly amid national and global issues, such as heightened racial violence and increasingly polarised political discourse, which adversely impact the families and communities to which students belong. Teachers and administrators share concrete examples of decolonial approaches at the school level and within their classroom curricula that centre the lived experiences and histories of communities of colour. This article contributes an empirical study of one school's decolonial approaches at the early grades level to the emerging scholarship on decolonising education. (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