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

这个项目挑战了一种有党派倾向的主流课程，学者们发现这种课程偏向于维护以西方为中心的信仰。因此，调查教师是否将扩大阅读清单等多样化举措与创造挑战霸权的机会等非殖民化方法交替使用是至关重要的。黑人活动家和反压迫学者警告说，不要肤浅地使用“去殖民化”，将其限制为隐喻或口号（Doharty, 2019; Sriprakash, Tikly,and Walker, 2020）。这个紧迫的项目在英国种族不公正的综合体系中运作，其主题反映在英国与移民和帝国的负面关系（Mclntosh等人，2019）以及对种族化主体的英国性的质疑（Mansfield, 2019）。最近，在2019冠状病毒病期间，种族不平等现象日益突出（Moncrieffe, 2020），促使教育部门承诺提高黑人学生的进步和非殖民化课程。作为对UKRIBlack Lives Matter声明的回应，该声明呼吁“持续和长期致力于实践正义”，本研究探讨了通过探索和区分多样化和非殖民化的教学框架，消除教育系统中的不平等意味着什么（Desai和Sanya， 2016）。多样化的教学法重视代表性和包容性（Chetty, 2018），而非殖民化要求知识和权力的无序和重建（Fanon, 1963）。这两种方法都挑战了课程中黑人叙事的缺失；然而，非殖民化的方法解释了黑人如何通过剥削和殖民的历史来认识和存在（Mignolo, 2011）。该项目解决了ECY的挑战，即在相互联系和不稳定的未来中塑造青年的关系实践。该项目与黑人教师的参与性研究通过采用一种经过验证的分析工具来揭露全球北方的压迫制度，从而产生了独创性。对历史课程文本的合作分析旨在将非殖民化方法与多样化方法区分开来，并旨在促进黑人学生的进步。

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.