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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/35396
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dc.contributor.authorRushton, Elizabethen_UK
dc.contributor.authorNayeri, Cyrusen_UK
dc.date.accessioned2023-09-25T00:00:13Z-
dc.date.available2023-09-25T00:00:13Z-
dc.date.issued2022-02-02en_UK
dc.identifier.urihttp://hdl.handle.net/1893/35396-
dc.description.abstractWhile 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.en_UK
dc.language.isoenen_UK
dc.publisherRoutledgeen_UK
dc.relationRushton E & Nayeri C (2022) Methodologies for decolonising geography curricula in the secondary school and in initial teacher education. <i>London Review of Education</i>, 20 (1). https://doi.org/10.14324/LRE.20.1.04en_UK
dc.rights© 2022, Cyrus Nayeri and Elizabeth A.C. Rushton. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.20.1.04.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_UK
dc.subjectdecolonising, geography curricula, secondary schools, teacher educationen_UK
dc.titleMethodologies for decolonising geography curricula in the secondary school and in initial teacher educationen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.14324/LRE.20.1.04en_UK
dc.identifier.pmidpubmed.ncbi.nlm.nih.gov/37228477/en_UK
dc.citation.jtitleLondon Review of Educationen_UK
dc.citation.issn1474-8479en_UK
dc.citation.issn1474-8460en_UK
dc.citation.issn1474-8479en_UK
dc.citation.volume20en_UK
dc.citation.issue1en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderUniversity College Londonen_UK
dc.author.emaillizzie.rushton@stir.ac.uken_UK
dc.citation.date02/02/2022en_UK
dc.contributor.affiliationKing's College Londonen_UK
dc.contributor.affiliationDulwich Collegeen_UK
dc.identifier.isiwos/woscc/summary/8f2a92e5-d5b7-4501-9647-a1aab506e46f-a4aca589/relevance/1en_UK
dc.identifier.scopusid10.14324%2FLRE.20.1.04&siden_UK
dc.identifier.wtid1927796en_UK
dc.contributor.orcid0000-0002-6981-8797en_UK
dc.date.accepted2021-11-23en_UK
dcterms.dateAccepted2021-11-23en_UK
dc.date.filedepositdate2023-08-11en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorRushton, Elizabeth|0000-0002-6981-8797en_UK
local.rioxx.authorNayeri, Cyrus|en_UK
local.rioxx.projectProject ID unknown|University College London|http://dx.doi.org/10.13039/501100000765en_UK
local.rioxx.freetoreaddate2023-09-24en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by/4.0/|2023-09-24|en_UK
local.rioxx.filenameLRE-20-4.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1474-8460en_UK
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