School of Education

Book cover for Decolonising the History Curriculum

New Publication: Decolonising the History Curriculum

 As Black History Month begins, Senior Lecturer Dr Marlon Moncrieffe has written an article for The Conversation UK.

The article discusses how support is needed for white British trainee teachers to effectively teach black British history and how there is a desire to decolonise the curriculum.

The article reflects on research carried out as part of his new publication Decolonising the History Curriculum, which calls for the reconceptualisation and decolonisation of the Key Stage 2 national history curriculum.

Applying a range of theories in his research with White-British primary school teachers, Marlon illustrates how decolonising the history curriculum can generate new knowledge for all in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white cultural attitudes in primary school education.

Marlon also presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation.

Profile protrait of Dr Marlon Moncrieffe Marlon said “Decolonising the curriculum requires an awareness of ‘white privilege’ and an appreciation that mindsets have created institutional structures that favour the white majority. Because this privilege has become internalised it is difficult to recognise, so needs to be deliberately deconstructed.

A decolonised history curriculum would guide teachers and learners to a curriculum that is more representative of the range of past experiences, but also how mindsets have come to be, how people, from different backgrounds, experience events and view them from different perspectives. My book offers a social political contextual understanding of curriculum construction;  theories of historical consciousness, case study research with teachers, and ways forwards in advancing inclusive practice in Primary school education, teaching and learning.”

This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.

Christina Camm • October 6, 2020


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