To what extent is the GCSE history curriculum in England and Wales being revised through processes of decolonising and diversifying?

英格兰和威尔士的 GCSE 历史课程在多大程度上通过非殖民化和多元化进程进行了修订？

• 批准号: 2751898
• 金额: --
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2751898
• 关键词: what; extent; GCSE; history; curriculum

This project challenges a partisan mainstream curriculum that scholars have found to beprejudiced in favour of maintaining western-centric beliefs. Investigating whether teachersuse diversifying initiatives such as expanding reading lists interchangeably with decolonialmethods such as creating opportunities to challenge hegemonic power is thus essential.Black activists and anti-oppressive academics warn against the superficial use of'decolonising' that limits it to a metaphor or a slogan (Doharty, 2019; Sriprakash, Tikly,and Walker, 2020). This urgent project operates within a comprehensive system of racialinjustice in the UK as reflected by themes such as Britain's negative relationship withmigration and empire (Mclntosh et al, 2019) and the questioning of the Britishness ofracialized subjects (Mansfield, 2019). More recently, increased visibility of racial inequalityduring COVID-19 (Moncrieffe, 2020) has prompted promises from the education sector toincrease Black student progression and decolonise curricula. Responding to the UKRIBlack Lives Matter statement calling for "the ongoing and longer-term commitment ofpractising justice," this study explores what it means to move past non-performativestatements (Desai and Sanya, 2016) to dismantle inequality in the education system byexploring and distinguishing diversifying and decolonising pedagogical frameworks.Diversifying pedagogy values representation and inclusion (Chetty, 2018) whereasdecolonisation demands a disordering and reconstruction of knowledge and power(Fanon, 1963). Both approaches challenge the omissions of black narratives from thecurriculum; however, the decolonial method explicates how black ways of knowing andbeing are disregarded through a history of exploitation and colonisation (Mignolo, 2011).This project addresses the ECY challenge of shaping youth for a relational practice ofjustice in an interconnected and precarious future.This project's participatory research with Black teachers yields originality through theadaptation of a proven analytical tool for exposing systems of oppression in the globalnorth. A co-productive analysis of history curricular texts aims to distinguish decolonialmethods from diversifying approaches and aims to contribute to the increase of blackstudent progression.

这个项目挑战了一种党派主流课程，学者们发现这种课程带有偏见，倾向于保持以西方为中心的信念。因此，调查教师是否使用了多样化的举措，比如可以互换地扩大阅读列表，以及创造机会挑战霸权，这一点至关重要。黑人活动家和反压迫的学者警告说，不要肤浅地使用将其限制在一个比喻或口号上的“非殖民化”(Doharty，2019；SriPrakash，Tikly和Walker，2020)。这一紧急项目在英国一个全面的种族主义不公正体系内运作，反映在诸如英国与移民和帝国的负面关系(Mclntosh等人，2019年)和对种族主义主体的不列颠性的质疑(Mansfield，2019年)等主题上。最近，在新冠肺炎(Moncrieffe，2020年)期间，种族不平等现象日益明显，促使教育部门承诺加快黑人学生的进步，并将课程非殖民化。为了回应英国《生命也是命》(Lives Matter)的声明，这项研究呼吁“实践正义的持续和长期的承诺”，这项研究探索了通过探索和区分多样化和非殖民化的教学框架来消除教育系统中的不平等意味着什么(德赛和三亚，2016)。多样化的教育学价值表现和包容(Chetty，2018)，而轻松的去殖民化需要知识和权力的无序和重建(Fanon，1963)。这两种方法都对课程中黑人叙事的遗漏提出了挑战；然而，非殖民主义方法解释了黑人认识和存在的方式是如何通过剥削和殖民的历史被忽视的(Mignolo，2011)。这个项目解决了ECY的挑战，即在一个相互关联和不稳定的未来，塑造年轻人，使其成为一种关系正义的实践。该项目与黑人教师的参与性研究通过改编一种成熟的分析工具来揭露全球北方的压迫体系，产生了独创性。对历史课程文本的联合分析旨在区分非殖民主义方法和多样化的方法，旨在促进黑人学生进步。