Issue 20: Connecting the dots between pedagogy, curriculum and culture

This issue explores the theme of connecting the dots between pedagogy, curriculum and culture with sections on: Recruitment, retention and professional learning Creating supportive and inclusive school cultures Evidence-informed classroom strategies Designing and implementing meaningful curricula

Challenging, decolonising and transforming primary school history curriculum knowledge

Marlon Lee Moncrieffe School of Education, University of Brighton, UK What and who should be included in the narrative of primary school curriculum teaching and learning of British history was raised to greater public attention during and in the aftermath of the ‘Black Lives Matter’ anti-racism protests of 2020 (Leach et al., 2020; Moncrieffe, 2020a, […]