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Cited by 16Geography Education and PedagogyGeography and Education MethodsDecolonial Thought and Epistemologies

The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index; none of the 26 sources its claims cite is checked for support yet.

Methodologies for decolonising geography curricula in the secondary school and in initial teacher education

Open access
Nayeri, Cyrus, Rushton, Elizabeth A.C.·2022·London Review of Education
DOI 10.14324/lre.20.1.04
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Abstract

While a clear rationale for the need to decolonise school geography curricula has been proposed, there are few examples of what this looks like in practice. Drawing on our professional practice in both a secondary school and a university setting, we outline two case studies of decolonising the curriculum that centre on promoting student agency. The first is a Year 7 geography unit of work, and the second is a walking tour of London for an initial teacher education programme for secondary school geography teachers. Through these case studies, we argue for the importance of encouraging students to think about geographical relations with other places, and build on studies which foreground the importance of place as a pedagogic device through which the aims of decolonisation can be furthered.

Overview

AI snapshot

Written from the paper’s full text.

TL;DR

This paper offers two reflective case studies of decolonising geography curricula: a Year 7 globalisation unit in a London secondary school and a PGCE geography walking tour of London. It argues that decolonising should centre student agency, relational thinking, and place-based/embodied engagement with colonial histories.

Key findings

  • The authors identify three current approaches to decolonising school geography curricula: challenging misconceptions, identifying power inequalities, and reconstructing the curriculum through affirmative curriculum-making (Table 1).
  • The Year 7 case study used a six-lesson scheme of work on globalisation with a decolonial focus, including the triangular trade, slavery’s shaping of British cities, and a final task asking students to design a London “welcoming to everyone.”
  • The PGCE case study was a three-hour “Uncomfortable London Tour” with five main stops: the Royal Geographical Society, the Victoria and Albert and Natural History Museums, Sloane Square, Buckingham Palace, and Parliament Square.
  • The authors report that the Year 7 lessons normalised discussions of race and racism, with two students creating a podcast on race and another sharing a BBC Panorama documentary; the walking tour generated Jamboard reflections and possible new classroom enquiry questions.

Methods

  • Design: two qualitative, reflective case studies drawn from the authors’ professional practice in a secondary school and a university-based initial teacher education programme.
  • Data/sample: a Year 7 geography scheme of work on globalisation taught in a London secondary school (September–October 2020), and a PGCE geography subject session delivered as a walking tour in London (February 2021), with trainee teachers joining remotely via Microsoft Teams due to COVID-19 restrictions.
  • Analysis: descriptive and reflective discussion of curriculum materials, student work, Jamboard responses, and tour reflections; no formal coding or quantitative analysis is reported.

Limitations

  • The authors state that the article is a “modest contribution,” that they do not consider themselves experts in colonial/postcolonial geographies, and that their cases emerged from contexts where learners were already sensitive to racial injustice and where educators had autonomy for pedagogical innovation.
  • The authors state that the virtual walking tour made it “much harder” for students to sense material relations of power and inequality, and that barriers may include time, space, and reluctance or apathy from school or university management.
  • Evident from the text: the two case studies are small-scale and context-specific, with no systematic outcome measures or independent evaluation, so the reported effects on student agency and teacher learning are illustrative rather than generalisable.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.14324/lre.20.1.04

Cites

24 of 24 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Verification

Claims the paper makes

0 of 26 cited sources checked · 0 supported · 0 flagged

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  • Findingcitation

    The second method shows how a practical and embodied experience of a city helps students to reflect on the effects of colonialism.

    “Building on ideas suggested by Morreira et al. (2020b) about the importance of place in decolonial efforts, the second method shows how a practical and embodied experience of a city helps students to reflect on the effects of colonialism.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Morreira et al., 2020b source
  • Findingown data

    Two students used the ideas from the lessons to start a podcast themed around issues of race.

    “For example, as intimated in the introduction, two students used the ideas from the lessons to start a podcast themed around issues of race.”
    Quote in the paperNot a substantial claim
  • Findingown data

    In the scheme of work, conversations around the way slavery has benefited UK businesses and shaped cities became more personal and applied as lessons progressed.

    “These conversations around the way slavery has benefited UK businesses and shaped cities became more personal and applied as lessons progressed through the scheme of work (Table 3).”
    Quote in the paperNot a substantial claim
  • Findingown data

    These students felt confident sharing a Panorama BBC television documentary entitled 'Am I British?', which looks at the systematic discrimination that young people born in the UK experience.

    “These students also felt confident sharing a Panorama BBC television documentary entitled 'Am I British?', which looks at the systematic discrimination that young people born in the UK experience.”
    Quote in the paperNot a substantial claim
  • Findingown data

    The trainee teachers are beginning to think through practical classroom tasks that ask students to question the importance of elements of the geographical canon.

    “Figure 5 shows the ways that the trainee teachers are beginning to think through practical classroom tasks that ask students to question the importance of elements of the geographical canon.”
    Quote in the paperNot a substantial claim
  • Probably not a substantial claim. 55
  • It may state two separate claims as one. 20
  • The quote only partly states this claim. 1

  • Probably not a substantial claim.

    Findingreasoning

    Both case studies foreground two distinct methods for promoting the agency of students.

    “Both case studies foreground two distinct methods for promoting the agency of students.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Findingreasoning

    The first method is to develop students' relational thinking, where they appreciate the geographical connections and traces that connect the UK to other parts of the world in the past and present.

    “This first is to develop students' relational thinking -where they appreciate the geographical connections and traces that connect the UK to other parts of the world in the past and present.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Findingnone given

    In both our case studies, learners were already sensitive to issues of racial injustice.

    “In both our case studies, learners were already sensitive to issues of racial injustice.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    The walking tour of London was structured to allow a material and sensuous engagement with key sites in London.

    “In contrast, the walking tour of London was structured to allow a material and sensuous engagement with key sites in London.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    Figure 3 includes a feeling that statues of slave traders should be taken down.

    “Another element to Figure 3 is a feeling that statues of slave traders should be taken down.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Findingown data

    In later lessons of the scheme of work, the emphasis shifted towards how the legacy of slavery feels as it materialises in the architecture of cities, and what students felt should be done about it.

    “While students were initially introduced to the concept of slavery and the idea of 'triangular trade', in later lessons, the emphasis shifted towards how the legacy of slavery feels as it materialises in the architecture of cities, and what students felt should be done about it.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingown data

    The walking tour created openings for trainee teachers to raise points for class discussion and to think through how they might adapt ideas from the walking tour to incorporate into their own teaching in secondary schools.

    “The tour created openings for trainee teachers to raise points for class discussion, and to think through how they might adapt ideas from the walking tour to incorporate into their own teaching in secondary schools.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Findingnone given

    The authors' approach focuses on enabling agency in their students.

    “We highlighted how our approach is one that focuses on enabling agency in our students.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Findingnone given

    Approach 1 is characterised by a focus on correcting knowledge.

    “Approach 1 is characterised by a focus on correcting knowledge, Approach 2 is characterised by critical, postcolonial orientation that identifies power structures and inequalities, and Approach 3 seeks to rebuild curricula in a way that foregrounds the experiences of hitherto marginalised people, including the lived experiences of students themselves, in a manner that promotes student agency.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    The student's response in Figure 3 includes a group of people being able to protest about 'freedom' and an end to 'modern slavery'.

    “These include a group of people being able to protest about 'freedom' and an end to 'modern slavery'.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Findingnone given

    Approach 2 is characterised by critical, postcolonial orientation that identifies power structures and inequalities.

    “Approach 1 is characterised by a focus on correcting knowledge, Approach 2 is characterised by critical, postcolonial orientation that identifies power structures and inequalities, and Approach 3 seeks to rebuild curricula in a way that foregrounds the experiences of hitherto marginalised people, including the lived experiences of students themselves, in a manner that promotes student agency.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Findingown data

    Figure 2 prompted a discussion about capitalism operating through the accumulation of profit from labour, and several students remarked that commodities such as tea continue to draw lines between former British colonies such as India and Kenya in a way that maintains and perpetuates unequal relationships.

    “Figure 2 prompted a discussion about the way that capitalism operates through the accumulation of profit from labour, and several astute students remarked at the way that commodities such as tea continue to draw lines between former British colonies such as India and Kenya in a way that continues to maintain and perpetuate unequal relationships.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    The student's response in Figure 3 shows the student is thinking about ethical businesses and fair trade alongside aspects such as the school curriculum and the Black Lives Matter protests.

    “The image shows how the student is thinking about ethical businesses and fair trade alongside aspects such as the school curriculum and the Black Lives Matter protests.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Findingnone given

    Both case studies take place in educational settings that give sufficient scope for pedagogical innovation and educator autonomy and freedom.

    “Both case studies take place in educational settings that give sufficient scope for pedagogical innovation and educator autonomy and freedom.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Findingown data

    Students discussed the tensions around the celebration of the Commonwealth, and different opinions of the monarchy.

    “Students discussed the tensions around the celebration of the Commonwealth, and different opinions of the monarchy.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    The student recognises that struggles to eradicate slavery are important and ongoing.

    “The students were taught about modern slavery as part of a class discussion on the way that slavery continues in the twenty-first century, and this student recognises that struggles to eradicate slavery are important and ongoing.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    Figure 3 shows a teacher in a school teaching 'the trade triangle', which shows a certain level of recognition that content in schools also plays an important role in anti-racism.

    “Figure 3 also shows a teacher in a school teaching 'the trade triangle' -a reference to the content about which they had been learning.This shows a certain level of recognition that content in schools also plays an important role in anti-racism.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingreasoning

    Within the secondary school context, this generated conversations with department colleagues around what might be 'too shocking' to teach to particular year groups.

    “Within the secondary school context, this generated conversations with department colleagues around what might be 'too shocking' to teach to particular year groups.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingnone given

    The Year 7 lessons meant that the students learnt the key concepts of globalisation, but in a way that also enabled them to reflect on issues of slavery and its continued influence on students' lives.

    “The Year 7 lessons meant that the students learnt the key concepts of globalisation, but in a way that also enabled them to reflect on issues of slavery and its continued influence on students' lives.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingreasoning

    The two case studies show quite contrasting approaches.

    “The two case studies show quite contrasting approaches.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    The student's response in Figure 3 includes a sense of leaving some elements of the past to decay, such as a statue of a slave trader.

    “There is a sense here of leaving some elements of the past to decay, such as a statue of a slave trader.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    One trainee teacher suggested the need for 'open discussion of the relevance' of explorers such as Livingstone and Shackleton.

    “For example, one trainee teacher suggests the need for 'open discussion of the relevance' of explorers such as Livingstone and Shackleton.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    Another trainee teacher suggested a practical classroom activity involving creating a timeline of the history of the RGS to get students to reflect on 'what would be acceptable nowadays'.

    “Another trainee teacher suggests a practical classroom activity involving creating a timeline of the history of the RGS to get students to reflect on 'what would be acceptable nowadays' (Figure 5).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Findingreasoning

    Each approach is oriented by a different pedagogical imperative.

    “We suggest that each approach is oriented by a different 'pedagogical imperative'.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingcitation

    In one lesson, students explored direct and indirect connections between British banks and the slave trade, which led to discussions and reflections on how this might influence decisions about opening a first bank account and banks they wanted to use.

    “In one lesson, students were asked to explore the direct and indirect connections between British banks and the slave trade (see Mulhern, 2020), which led to discussions and reflections on how this might influence decisions both about how to open a first bank account and about the banks that students felt they wanted to use.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Mulhern, 2020

  • Probably not a substantial claim. It may state two separate claims as one.

    Findingown data

    The walking tour generated a rich set of reflections and discussions that show that a wonderful set of possible new lesson enquiry questions were generated as the tour progressed.

    “The walking tour generated a rich set of reflections and discussions that show that a wonderful set of possible new lesson enquiry questions were generated as the tour progressed.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    The Year 7 classroom example focuses on developing relational understandings and interconnections.

    “The example from the Year 7 classroom focuses on developing relational understandings and interconnections.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Findingown data

    Discussion of statues did not feature as part of the lesson sequence; the student brought in ideas from outside the classroom and connected broader debates to the task.

    “Discussion of statues did not feature as part of the lesson sequence; this feature shows the student bringing in ideas from outside the classroom, and connecting these broader debates to the task.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data

    Approach 1 is distinguished by a focus on addressing misconceptions, such as about the cultural-economic-environmental homogeneity of Africa.

    “Approach 1 is distinguished by a focus on addressing 'misconceptions', such as about the cultural-economic-environmental homogeneity of Africa.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may state two separate claims as one. The quote only partly states this claim.

    Findingown data

    There are three current approaches to decolonising geography curricula: challenging misconceptions, identifying power inequalities, and reconstructing the curriculum.

    “Table 1 summarises what we suggest are three current approaches to decolonising geography curricula.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    Discussions of race and racism normalised these conversations and led to the theme being continued to be discussed through latter topics.

    “What was most positive was how discussions of race and racism normalised these conversations and led to the theme being continued to be discussed through latter topics.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    Approach 2 is distinguished by encouraging students to think critically about the dominance of discourses within geography and contemporary political discourse.

    “Approach 2 is distinguished by encouraging students to think critically about the dominance of discourses within geography and the contemporary political discourse.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Findingnone given

    Approach 3 seeks to rebuild curricula in a way that foregrounds the experiences of hitherto marginalised people, including the lived experiences of students themselves, in a manner that promotes student agency.

    “Approach 1 is characterised by a focus on correcting knowledge, Approach 2 is characterised by critical, postcolonial orientation that identifies power structures and inequalities, and Approach 3 seeks to rebuild curricula in a way that foregrounds the experiences of hitherto marginalised people, including the lived experiences of students themselves, in a manner that promotes student agency.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Interpretationcitation

    Both case studies contribute to the growing body of educational scholarship on practical methodologies for decolonising curricula.

    “Both these case studies contribute to the growing body of educational scholarship on practical methodologies for decolonising curricula (for example, Luckett et al., 2021;Liyanage, 2020;Le Grange, 2016).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Luckett et al., 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Liyanage, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Le Grange, 2016 source
    • Rests on an assumption: There are few examples of what decolonising school geography curricula looks like in practice.

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.

    Interpretationnone given

    The work of decolonising is to unsettle dominant narratives, disrupt taken-for-granted ways of seeing and replace 'comfortable' narratives about British identity and history.

    “By its very nature, the work of decolonising is to unsettle dominant narratives, disrupt taken-for-granted ways of seeing and replace 'comfortable' narratives about British identity and history.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.

    Interpretationcitation

    Decolonising is more than simply 'allyship', and it must be more than an academic exercise.

    “In other words, decolonising is more than simply 'allyship', and it must be more than an academic exercise.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Interpretationreasoning

    The walking tour served to allow trainee teachers the chance to grapple with what the authors as teacher educators regard as increasingly challenging areas because they involve reflecting on, and opening up debate around, complex and contested contemporary issues.

    “It served to allow trainee teachers the chance to grapple with what we as teacher educators regard as increasingly challenging areas because they involve reflecting on, and opening up debate around, complex and contested contemporary issues.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Many objects in European museums are stolen and curated as the spoils of empire.

    “At the tour's second stop, the Victoria and Albert Museum and Natural History Museum, trainee teachers reflected on questions related to the way that many objects in European museums are stolen and curated as the spoils of empire (Hicks, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hicks, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Study design and conductown data

    Due to COVID-19 restrictions, the walking tour of London was not carried out in person as a group, and the aspect of physically walking the path together was not possible on this occasion.

    “We note that due to COVID-19 restrictions we were not able to carry out the walking tour in person as a group and that this important aspect of physically walking the path towards greater decoloniality together was not possible on this occasion.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Interpretationreasoning

    Educators are left having to weigh up if the teaching of 'uncomfortable' histories and 'uncomfortable' presents that disrupt certain ideas of British nationalism and pride are legitimate, appropriate and possible.

    “Educators therefore are left having to weigh up if the teaching of 'uncomfortable' histories and 'uncomfortable' presents that disrupt certain ideas of British nationalism and pride are legitimate, appropriate and possible.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Teaching 'uncomfortable' histories and presents disrupts certain ideas of British nationalism and pride.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Education for environmental sustainability has recently focused on practical methodologies that support students to amplify their voices in the process of creating more environmentally sustainable futures.

    “For example, education for environmental sustainability has recently focused on practical methodologies that support students to amplify their voices in the process of creating more environmentally sustainable futures (Dunlop and Rushton, 2021;Rushton and Batchelder, 2020).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Dunlop and Rushton, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Rushton and Batchelder, 2020 source

  • Probably not a substantial claim.

    Premisecitation

    In curriculum-making the teacher is an 'active professional who does not just deliver central content, but instead makes conscious and considered choices' that shape teaching and learning practices.

    “We would, however, argue that in curriculum-making the teacher is an 'active professional who does not just deliver central content, but instead makes conscious and considered choices' that shape teaching and learning practices (Dessen Jankell et al., 2021: 66).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Dessen Jankell et al., 2021 source

  • It may state two separate claims as one.

    Interpretationcitation

    The area of recent government decisions discriminating against Black communities such as the Windrush migrants was much harder for trainee teachers to reflect on, likely as a result of worries around politicisation of the discipline and perhaps concerns about being too 'overtly political' in the curriculum.

    “This was an area that trainee teachers found much harder to reflect on, likely as a result of worries around politicisation of the discipline (Standish, 2012), and perhaps concerns about being too 'overtly political' in the curriculum.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Standish, 2012 source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Interpretationreasoning

    Attempts to decolonise the curriculum can link to broader cross-curricular links between geography, history and life skills.

    “In this way, attempts to decolonise the curriculum can link to broader cross-curricular links between geography, history and life skills, for example.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Decolonising involves 'being comfortable with being uncomfortable'.

    “For Kluttz et al. (2020: 63), decolonising involves 'being comfortable with being uncomfortable'.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kluttz et al., 2020 source

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Interpretationreasoning

    There is no single methodology for decolonising curricula.

    “While the methodologies explored here might be most easily transferable to other urban contexts in the UK and Europe, we suggest that there is no single methodology for decolonising curricula.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: There are common themes between decolonising in higher and secondary education.

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.

    Premisecitation

    Decolonising is a path towards a transformative learning gained through a social movement learning in which we each continually commit to a willingness to learn, to listen and to become.

    “This recognises that decolonising is a 'path towards a transformative learning gained through a social movement learning in which we each continually commit to a willingness to learn, to listen and to become' (Kluttz et al., 2020: 64).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kluttz et al., 2020 source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Cities are established and maintained through linkages and flows of materials and people that expand what we geographically understand by cities.

    “Geographers have noted how cities are established and maintained through linkages and flows of materials and people that expand what we geographically understand by cities (for example, Massey, 2005).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Massey, 2005

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • It may state two separate claims as one.

    Premisereasoning

    Colonial legacies are still present in what is taught in the geography classroom, and in who is given the right to produce and disseminate geographical knowledge.

    “Colonial legacies are still present in what is taught in the geography classroom, and in who is given the right to produce and disseminate geographical knowledge.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Interpretationcitation

    The teacher is not a bystander to the knowledge that is delivered; the teacher's professionalism and academic rigour shapes what is taught and how it is taught.

    “In this way, the teacher is not a bystander to the knowledge that is delivered; indeed, it is the teacher's professionalism and academic rigour that shapes what is taught and how it is taught.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    South Kensington is the place where the connection between empire and the collection of knowledge was at its most explicit.

    “The tour began in South Kensington, which Gilbert and Driver (2000: 28) argued is the place where 'the connection between empire and the collection of knowledge was at its most explicit'.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Gilbert and Driver, 2000 source

  • Probably not a substantial claim.

    Interpretationreasoning

    The paper contributes to the growing body of work on decolonising the (geography) curriculum by showing the different ways in which it can be achieved in practice.

    “This contributes to the growing body of work on decolonising the (geography) curriculum by showing the different ways in which it can be achieved in practice.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Interpretationreasoning

    The negotiation of boundaries between acceptability and controversy makes efforts to decolonise curricula in schools and universities in the UK all the more complex.

    “It is the negotiation of these boundaries between acceptability and controversy that makes efforts to decolonise curricula in schools and universities in the UK all the more complex.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    London was not merely the political and financial capital of a global empire; it was also a place where the empire could be seen and experienced.

    “Gilbert and Driver (2000: 23-4) argued that 'London was not merely the political and financial capital of a global empire: it was also a place where the empire could be seen and experienced'.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Gilbert and Driver, 2000 source

  • Probably not a substantial claim. It may state two separate claims as one.

    Interpretationreasoning

    The cases we present are emergent from, and enabled by, the contexts in which we teach.

    “We recognise that the cases we present are emergent from, and enabled by, the contexts in which we teach.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.

    Interpretationreasoning

    Decolonising is more than an intellectual exercise; it is a process of educating that has the potential to make new, more socially just worlds through enhancing student agency.

    “Our approach is one that sees decolonising as more than an intellectual exercise; it is a process of educating that has the potential to make new, more socially just worlds through enhancing student agency.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Study design and conductreasoning

    This work is not complete, nor as 'unsettling' as it might have been.

    “However, this is not to say that this work is complete, nor as 'unsettling' as it might have been.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

    Interpretationreasoning

    Discussions around decolonising the curriculum, in terms of what is in the curriculum, are inseparable from discussions around the pedagogies through which the curriculum is enacted.

    “Moreover, they emphasise our understanding that discussions around decolonising the curriculum, in terms of what is in the curriculum, are inseparable from discussions around the pedagogies through which the curriculum is enacted.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Interpretationown data

    The thoughts from the walking tour have the potential to provide a wealth of new avenues for teaching geography in secondary schools.

    “These thoughts require further elaboration and unpacking, but they have the potential to provide a wealth of new avenues for teaching geography in secondary schools.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Premisecitation

    The word 'race' does not appear once in the Department for Education's Key Stage 3 Geography Programme of Study or GCSE subject content, and A level subject content is similarly silent on this issue.

    “Puttick and Murrey (2020) highlighted how the word 'race' does not appear once in the Department for Education's Key Stage 3 Geography Programme of Study or GCSE subject content, and A level subject content is similarly silent on this issue.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Puttick and Murrey, 2020 source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    The British education system can actively serve to create and reinforce racial and class-based inequalities.

    “More broadly, scholars have considered how the British education system can actively serve to create and reinforce racial and class-based inequalities (Kulz, 2017).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kulz, 2017 source

  • Probably not a substantial claim.

    Premisecitation

    Different parts of London engineer different dimensions of imperial experience that helped to shape the British sense of themselves as a nation and as a people.

    “These authors reminded us that different parts of London (the Tube, Westminster, Oxford Street and so on) engineer different dimensions of 'imperial experience' that 'helped to shape the British sense of themselves, as a nation and as a people' (Gilbert and Driver, 2000: 24).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Gilbert and Driver, 2000 source
62 of 62

  • The paper relies on this without support.

    There are few examples of what decolonising school geography curricula looks like in practice.

    “While a clear rationale for the need to decolonise school geography curricula has been proposed, there are few examples of what this looks like in practice.”

  • The paper relies on this without support.

    There are common themes between decolonising in higher and secondary education.

    “We see common themes between decolonising in higher and secondary education, such that we feel it is important to talk across these two contexts.”

  • The paper relies on this without support.

    The murder of George Floyd catalysed a renewed impetus among geographical educators to do more to reflect on and address the silence of race in school curricula.

    “The murder of George Floyd catalysed a renewed impetus among geographical educators to do more to reflect on and address the silence of race in school curricula.”

  • The paper relies on this without support.

    Much of the work of decolonising curricula currently exists in the format of online discussions and informal conversations among educators.

    “This has been derived from a summary of social media posts on Twitter, as much of the work of decolonising curricula currently exists in the format of online discussions and informal conversations among educators.”

  • The paper relies on this without support.

    The virtual nature of the tour meant it was much harder for students to sense these relations.

    “The virtual nature of the tour meant that undoubtedly it was much harder for students to sense these relations, such that our preference would have been to conduct the tour in person.”

  • The paper relies on this without support.

    This is not the case at all in secondary and tertiary institutions.

    “We recognise that this is not the case at all in secondary and tertiary institutions.”

  • The paper relies on this without support.

    There may be barriers to implementation, such as the time and space required to put together new programmes of study, and there may even be reluctance or apathy from school and university management to allow this work to take place.

    “Indeed, there may be barriers to implementation, such as the time and space required to put together new programmes of study, and there may even be reluctance or apathy from school and university management to allow this work to take place.”

  • The paper relies on this without support.

    School curricula may be planned and managed centrally in a way that ensures consistency across lessons, but that potentially comes at the expense of allowing individual teachers licence for curriculum experimentation.

    “It may be that school curricula are planned and managed centrally in a way that ensures consistency across lessons, but that potentially comes at the expense of allowing individual teachers licence for curriculum experimentation.”

  • The paper relies on this without support.

    Student outputs such as drawings and sharing a documentary are valid indicators of the effectiveness of decolonising the curriculum.

    “It is Figure 4, however, that may be more indicative of the effectiveness of this attempt at decolonising.”
    “It is this relatively small -but likely significant for the student -practical act that speaks to the student's increased confidence and agency.”

  • The paper relies on this without support.

    Physically walking the tour path together is an important aspect of decolonial pedagogy.

    “We note that due to COVID-19 restrictions we were not able to carry out the walking tour in person as a group and that this important aspect of physically walking the path towards greater decoloniality together was not possible on this occasion.”

  • The paper relies on this without support.

    Teaching 'uncomfortable' histories and presents disrupts certain ideas of British nationalism and pride.

    “Educators therefore are left having to weigh up if the teaching of 'uncomfortable' histories and 'uncomfortable' presents that disrupt certain ideas of British nationalism and pride are legitimate, appropriate and possible.”
11 of 11

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Statues are described as both included and absent from the lessons

    Major

    The paper says students were asked during the lessons to consider how they felt walking past statues of slave owners, but later says discussion of statues did not feature in the lesson sequence.

1 of 1

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 5

  1. 2018, Ethical Guidelines for Educational Research
  2. 2021, Commission on Race and Ethnic Disparities: The report
  3. M. Liyanage, 2020, Miseducation: Decolonising curricula, culture and pedagogy in UK universities
  4. D. Massey, 2005, For Space
  5. G. Rose, 2020, ‘Editorial introduction by Professor Gillian Rose: Diversity and inclusion’, Routes, 1, 138

Cited by

Sorted by citations

Related

Metadata

Authors
Nayeri, C., & Rushton, E. A. C.
Affiliations
King's College London (GB)
ORCID
Venue
London Review of Education
Publisher
UCL Press
Published
2022-02-02
Volume
20
Issue
1
ISSN
  • 1474-8460 (ISSN-L)
  • 1474-8479
DOI
10.14324/lre.20.1.04
OpenAlex
W4210606857
Cited by
16
References
21
Citations by year
2026: 5 · 2024: 5 · 2023: 1 · 2022: 5
FWCI
5.22
Type
journal article
Language
en
Open access
Licence
Locations
  • London Review of Education (publishedVersion, cc-by)
  • Stirling Online Research Repository (University of Stirling) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
  • UCL Discovery (University College London) (submittedVersion)
Topics
  • Social Sciences › Geography, Planning and Development › Geography Education and Pedagogy
  • Social Sciences › Geography, Planning and Development › Geography and Education Methods
  • Social Sciences › Anthropology › Decolonial Thought and Epistemologies
Keywords
decolonization of curriculum, geography education, secondary school geography, initial teacher education, student agency, place-based education, geographical relations, walking tours, London

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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