SARAH BLACK, ASSISTANT HEAD ACADEMIC, ROEDEAN SCHOOL, UK
The process of curriculum-making is complex, negotiating multiple educational aims and competing ideological principles to produce a cohesive framework (Kelly, 2009). These aims include seeing the curriculum as a means of promoting national and cultural identity, social mobility, democratic values and critical thinking (Barton, 2008). Set within this curriculum landscape, the ambition to decolonise the curriculum has featured prominently, underpinned by a belief that curricula should also serve as a tool for social justice and a means for creating a more equitable world (Bhambra, 2011). The momentum generated by #BlackLivesMatter since 2020, together with wider public debates to challenge colonial legacies and systemic colonial structures, has meant that the drive towards decolonising the school curriculum is now open wider than ever before. This article explores the role that teachers play in shaping decolonised curricula.
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