Marlon Lee Moncrieffe – författare

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 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.

This book offers a unique blend of writing from a broad range of international perspectives, showing interdisciplinary research approaches to decolonising curriculum knowledge. With a focus on the intellectual, emotional, economic, and political reversal of colonial injustices, the decolonial research and writing in this book challenge dominant viewpoints and assumptions of curriculum knowledge by amplifying and disseminating the knowledge and perspectives of peoples that curriculum knowledge has historically silenced and marginalized. The chapters in this book allow the reader to learn from the historical, social, political, cultural, and educational contexts of the UK, Nepal, South Africa, Namibia, Australia, Colombia, Canada, Thailand, Mauritius, Poland, Russia, Norway, and the Netherlands. This internationality provides the reader with a multitude of research themes and critical analytical perspectives for seeing how epistemic power permeates as cultural imperialism in educationpolicies and practices across the world.