Funded by the 2021–2022 British Curriculum Forum Curriculum Investigation Grant, this project aimed to investigate the degree to which a secondary school in England included a multitude of...
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This project, funded by the 2021–2022 British Curriculum Forum (BCF) Curriculum Investigation Grant, involved finding ways to celebrate diversity within a Welsh school and its school curriculum....
Funded by the British Curriculum Forum Curriculum Investigation Grant 2021–2022, this project explored the impact of offering lower KS3 pupils a curriculum that contrasted significantly with the...
An empirical evaluation of ‘big questions’ as an organisational framework for interdisciplinary social studies in a Scottish high school
This research project assessed the impact on pupils and staff of a school-designed integrated social studies curriculum, aiming to apply insights from Big History and Big Questions to offer pupils...
Who is your teacher and why does it matter? The lived experiences of history and citizenship teachers in Northern Ireland
In Northern Ireland, as in other divided and conflict-affected societies, the contribution of education and, particularly, the school curriculum in aiding social cohesion has long been recognised...Continue reading blog post
Decolonising curriculum knowledge: A scholarly journey from the local, to national and international perspectives
I began decolonising curriculum knowledge 25 years ago. The tragic murder of the Black British teenager Stephen Lawrence in 1993 was the catalyst of my activism in education, research, teaching...Continue reading blog post
In England, as with so many settings around the globe, researchers have long-debated how concepts of racism interplay with education, whether at the systemic or classroom level (see for example...Continue reading blog post
A proposed special issue of the British Educational Research Journal
Radical imagination: Enacting anti-racist practice and decolonial praxis in initial teacher education in England
Decolonising the curriculum is a complex, although not elusive phenomenon in initial teacher education (ITE). It is, however, to be actively and persistently pursued in order to enable anti-racist...Continue reading blog post
The un-decolonisation of the HE curriculum in the UK: How representative are the current reading lists in education graduate programmes?
The Global South is inhabited by roughly 75 per cent of the world’s population; it is expected that this number will increase to almost 88 per cent by the year 2100 (Solarz & Wojtaszczyk, 2015)....Continue reading blog post