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Adewumi, Barbara; Bailey, Laura R.; Mires-Richards, Emma; Quinlan, Kathleen M.; Agyeman, Evangeline; Alabi, Aisha; Jeyasingh, Miriam; Konadu-Mensah, Collins; Lavinière, Wayne; Mighton, Patrice; Shortridge, Tore; Thomas, Dave S. P.; Wassamba-Wabelua, Nain – London Review of Education, 2022
Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of…
Descriptors: Reading Lists, Foreign Countries, College Curriculum, Social Sciences
Nayeri, Cyrus; Rushton, Elizabeth A. C. – London Review of Education, 2022
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.…
Descriptors: Geography Instruction, Secondary School Teachers, Preservice Teacher Education, Teacher Education Programs
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Bajaj, Monisha – London Review of Education, 2022
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…
Descriptors: Elementary School Curriculum, Indigenous Populations, Minority Group Students, Ethnic Groups
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Philpott, Chris – London Review of Education, 2022
In many ways the school music curriculum has become increasingly diverse since the 1970s. For example, 'pop' and 'world' musics have been listed in UK curricula and syllabuses with an aim of becoming more inclusive. However, this article argues that such approaches to curriculum as content have confounded social justice in school music, and in…
Descriptors: Music Education, Curriculum, Social Justice, Racial Bias
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Pillay, Thashika; Ahn, Claire; Gyamerah, Kenneth; Liu, Shuyuan – London Review of Education, 2022
The COVID-19 pandemic resulted in a drastic transformation to schooling for students throughout the world. During this period, a number of issues arose in our local, national and global communities, including the death of George Floyd and subsequent protests and rallies organised by #BlackLivesMatter. Living through and witnessing many social…
Descriptors: Racial Bias, Social Justice, Social Media, Ethics
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Race, Richard; Ayling, Pere; Chetty, Dorrie; Hassan, Nasima; McKinney, Stephen J.; Boath, Lauren; Riaz, Nighet; Salehjee, Saima – London Review of Education, 2022
A prominent feature of the Black Lives Matter protests following the murder of George Floyd has been the renewed call for schools to become antiracist. What can be learnt from past unsuccessful attempts to implement antiracist education? Specific critiques of the antiracist movement made by prominent academics such as Paul Gilroy are worth…
Descriptors: Educational Change, Curriculum Development, Social Justice, Activism
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Manathunga, Catherine; Davidow, Shelley; Williams, Paul; Willis, Alison; Raciti, Maria; Gilbey, Kathryn; Stanton, Sue; O'Chin, Hope; Chan, Alison – London Review of Education, 2022
While attempts to decolonise the school curriculum have been ongoing since the 1970s, the recent Black Lives Matter protests around the world have drawn urgent attention to the vast inequities faced by Black and First Nations peoples and people of colour. Decolonising education and other public institutions has become a front-line public concern…
Descriptors: Social Justice, Poetry, Blacks, Activism
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Asare, Yaa – London Review of Education, 2022
A prominent feature of the Black Lives Matter protests following the murder of George Floyd has been the renewed call for schools to become antiracist. What can be learnt from past unsuccessful attempts to implement antiracist education? Specific critiques of the antiracist movement made by prominent academics such as Paul Gilroy are worth…
Descriptors: Racial Bias, Social Justice, Teaching Methods, Social Class
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Cook, Victoria; Maine, Fiona; Cermáková, Anna – London Review of Education, 2022
The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high 'tolerance of ambiguity' characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to…
Descriptors: Critical Literacy, Dialogs (Language), Cognitive Style, Perspective Taking
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Poudel, Prem Prasad; Jackson, Liz; Choi, Tae-Hee – London Review of Education, 2022
While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the…
Descriptors: Foreign Countries, Educational Policy, Second Language Instruction, English (Second Language)
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Knight, Laura; Crampton, Paul; McKeown, Alex; Arora, Arun; Cliffe, Charlotte; O'Keeffe, Catherine; Griffin, Ann – London Review of Education, 2022
The delivery of integrated care requires the establishment of effective professional relationships that foster collaborative working across health systems. Evidence for how to prepare practitioners to work in those settings is limited. By exploring an innovative postgraduate Programme for Integrated Child Health (PICH) this article highlights the…
Descriptors: Graduate Study, Child Health, Health Services, Educational Innovation
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Moya-Santiagos, Paulina; Quiroga-Curín, Javiera – London Review of Education, 2022
Languages are not just sets of words. They are powerful tools essential to carry history, traditions, culture and wisdom. In Latin America, Mapudungun, the native language of Mapuche people -- the largest ethnic group in Chile -- can be threatened. A substantial linguistic shift has characterised the panorama of native languages of the current…
Descriptors: American Indians, American Indian Languages, Native Language, American Indian Education
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Sharma, Namrata – London Review of Education, 2022
This article discusses three (among many) contributions made by Jagdish S. Gundara (1938-2016) to the IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). First, in his capacity as a professor and UNESCO Chair, and as the director of the International Centre for Intercultural Education since its…
Descriptors: Multicultural Education, Recognition (Achievement), Diversity, Foreign Countries
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Hammersley, Martyn – London Review of Education, 2022
Arriving in the UK after exile from Nazi Germany, Karl Mannheim taught sociology at the London School of Economics and then also at the London Institute of Education, where he was awarded a chair just a year before his untimely death in 1947. In his later writings and teaching, Mannheim argued that the sociology of education could make a crucial…
Descriptors: Foreign Countries, Educational Sociology, Role of Education, Educational Theories
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Apple, Michael W. – London Review of Education, 2022
I have had a close and long-standing relationship with the IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). In order to understand why and how for many years the IOE became my 'second home', I infuse this article with a combination of critical academic and political points and a detailed sense…
Descriptors: Foreign Countries, Political Attitudes, Social Change, Interpersonal Relationship
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