ERIC Number: EJ1182752
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: N/A
Disrupting Colonial Discourses in the Geography Curriculum during the Introduction of British Values Policy in Schools
Journal of Curriculum Studies, v50 n4 p456-475 2018
The main purpose of this article is to expose and disrupt discourses dominating global development in an English school geography textbook chapter. The study was prompted by a teacher's encounter with cultural difference in a geography lesson in South Korea. I investigate the issues raised through the lens of a new curriculum policy in English schools called 'Promoting Fundamental British Values' which forms part of England's education-securitisation agenda, a topic of international attention. Following contextualization across research fields and in recent curriculum and assessment policy reform, I bring together theoretical perspectives from curriculum studies and Continental philosophy that do not usually speak to each other, to construct a new analytical approach. I identify three key themes, each informed by colonial logic: 'development', 'numerical indicators' and 'learning to divide the world.' The inquiry appears to expose a tension between the knowledge of the textbook chapter and the purported aims of the British Values curriculum policy, but further investigation reveals the two to be connected through common colonial values. The findings are relevant to teachers, publishers, textbook authors, policy-makers and curriculum researchers. I recommend a refreshed curriculum agenda with the politics of knowledge and ethical global relations at its centre.
Descriptors: Geography Instruction, Foreign Policy, Textbooks, Foreign Countries, Educational Policy, Values, Global Approach, Politics, Ethics, Justice
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); Malawi
Grant or Contract Numbers: N/A