Marlon Lee Moncrieffe – författare

'Cycling as never told before' - Nicholas Dlamini, South African cycling champion'Revolutionary' - Bradley Wiggins, British Tour de France championThis is a call for a revolution by the global Black cycling community to reform the sport and for changing the way cycling is seen. Despite the rise of anti-racism in light of the Black Lives Matter movement, professional cycling is still predominately a white and European-centred sport. Former international racing cyclist Marlon Lee Moncrieffe and author of the award-winning Desire, Discrimination, Determination – Black Champions in Cycling examines how the industry is tackling racism within the sport today.Sharing his experiences and learnings from his journeys across the UK, the USA and the African continent, Moncrieffe brings together the voices of Black cycling cultures. He speaks to Black elite and professional riders, members of national cycling bodies, commentators, grassroots riders, community leaders, teachers and activists, discovering how they are disrupting the sport’s white-led norms of power. In response to his commentary and evidence, Moncrieffe invites us to critically consider the past, present and future of the sport. What transformations, if any, towards equality in Black representation and empowerment are happening in the world of cycling – and particularly in the highest realms of the sport? What could be the potential force of Black cycling movements across the world converging as ‘New Black Cyclones’ in reforming how the sport is seen and known?

Advancing Anti-Racism in Education Across the UK offers a timely and original account of how anti-racist education is being imagined, contested, and advanced across Scotland, England, Wales, and Northern Ireland. Arising from a four-nations programme of seminars, analysis, and publication conducted between 2024 and 2026, the book examines the conditions under which anti-racist educational reform becomes durable rather than symbolic within curriculum, institutional practice, and democratic life.Framed through Moncrieffe’s critical institutionalism, the book develops an original triadic architecture organised around epistemic reform, institutional embedding, and civic translation. Emerging from the comparative evidence itself, this framework provides a distinctive way of understanding how racialised power is reproduced and challenged across knowledge, institutions, and public culture. Drawing on keynote contributions, seminar discussions, participant testimonies, interviews, survey responses, and fieldnotes, the book shows that anti-racist education must be understood not as an additive diversity initiative, but as a deeper struggle over legitimacy, belonging, professional accountability, and the public purposes of education.Set against a wider context of anti-DEI backlash, nationalist retrenchment, and intensified struggles over belonging and democratic life, the book brings together critical voices and grounded insights from across the four UK nations. In doing so, it makes a major new contribution to contemporary debates on educational justice, democratic renewal, and the conditions under which anti-racist educational reform becomes durable.

Advancing Anti-Racism in Education Across the UK offers a timely and original account of how anti-racist education is being imagined, contested, and advanced across Scotland, England, Wales, and Northern Ireland. Arising from a four-nations programme of seminars, analysis, and publication conducted between 2024 and 2026, the book examines the conditions under which anti-racist educational reform becomes durable rather than symbolic within curriculum, institutional practice, and democratic life.Framed through Moncrieffe’s critical institutionalism, the book develops an original triadic architecture organised around epistemic reform, institutional embedding, and civic translation. Emerging from the comparative evidence itself, this framework provides a distinctive way of understanding how racialised power is reproduced and challenged across knowledge, institutions, and public culture. Drawing on keynote contributions, seminar discussions, participant testimonies, interviews, survey responses, and fieldnotes, the book shows that anti-racist education must be understood not as an additive diversity initiative, but as a deeper struggle over legitimacy, belonging, professional accountability, and the public purposes of education.Set against a wider context of anti-DEI backlash, nationalist retrenchment, and intensified struggles over belonging and democratic life, the book brings together critical voices and grounded insights from across the four UK nations. In doing so, it makes a major new contribution to contemporary debates on educational justice, democratic renewal, and the conditions under which anti-racist educational reform becomes durable.

The call for decolonising curriculum knowledge comes from across public and academic voices and educational organisations. Led by international educationalists across all phases of education, The BERA Guide to Decolonising the Curriculum is a powerful evocation, direction, and call to action for epistemological equity in knowledge production, teaching, and learning.The chapters draw on significant international literature from across the fields of decoloniality, race, gender, history, sociology, and philosophy, and real-world cases, with multiple examples from international academic leaders, academics, and teachers to address concerns about the ideological and political orientation of educational policy discourse bounded by Eurocentric epistemology.Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.

The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education.

The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education.

This book offers a unique blend of writing from a broad range of international perspectives, showing interdisciplinary research approaches to decolonising curriculum knowledge.