Decolonising and diversifying the curriculum in Early Years settings: A case study
Written By: Author(s): Adam Vasco
8 min read
This case study is part of a series of short online learning courses on decolonising and diversifying the curriculum. Chartered College of Teaching members can access this learning for free.
This is a case study from Module 4, 'Approaches to decolonising and diversifying the curriculum', of a series of 6 online courses. The module includes a variety of case studies about the principles and approaches that might underpin work to meaningfully decolonise and diversify the curriculum.
No matter the phase of education, the aim of decolonising and diversifying is to actively dismantle a narrative that has long favoured a white, male, cis, heterosexual, non-disabled, Eurocentric view of the world, and instead, adjust and widen the lens and give space to those who have been marginalised, ignored or denied and have had their histories skewed or rewritten. Intersectionality is another key issue to consider. The Lawrence Review (2020) which focused on Covid-specific issues, highlighted that
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References
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- Zhang X, Koponen T, Räsänen P et al. (2014) Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge. Child Development 85(3): 1091–107.
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