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

这个项目挑战了一个党派性的主流课程，学者们发现这个课程偏向于维护以西方为中心的信仰。因此，调查教师是否使用多样化的举措，如扩大阅读清单与非殖民化方法，如创造挑战霸权的机会，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“非殖民化”，将其限制为一个隐喻或口号（Doharty，2019; Sriprakash，Tikly和步行者，2020）。这一紧迫的项目在英国种族不公正的综合体系中运作，反映在英国与移民和帝国的负面关系（McIntosh et al，2019）以及对种族化主体的英国性的质疑（曼斯菲尔德，2019）等主题中。最近，COVID-19期间种族不平等的可见度增加（Moncrieffe，2020）促使教育部门承诺增加黑人学生的进步和非殖民化课程。为了回应英国黑人生命物质声明呼吁“持续和长期的承诺，实践正义”，这项研究探讨了什么是过去的非执行性声明（Desai和Sanya，2016）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。（Chetty，2018）去殖民化需要知识和权力的无序和重建（Fanon，1963）。这两种方法都挑战了课程中对黑人叙事的遗漏;然而，非殖民化的方法解释了黑人的认识和存在方式是如何在剥削和殖民的历史中被忽视的（米尼奥洛，（2011年）该项目解决了ECY的挑战，即在相互联系和不稳定的未来塑造青年的司法实践。该项目与黑人教师的参与性研究产生了独创性，改编了一个经过验证的分析工具，用于揭露全球北方的压迫制度。对历史课程文本的合作分析旨在区分非殖民化方法和多样化方法，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.