Decolonising the curriculum in English secondary schools: Lessons from teacher-led initiatives in Bristol

Terra Glowach; Tanisha Hicks-Beresford; Rafael Mitchell

doi:10.51952/9781529226119.ch007

Decolonising the curriculum in English secondary schools: Lessons from teacher-led initiatives in Bristol

Terra Glowach, Tanisha Hicks-Beresford, Rafael Mitchell^*

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter in a book

Abstract

In 2017 the Runnymede Trust released an influential study on racial disparities in Bristol schools which shocked many educators working in the city. In accounting for the below national average attainment of young Black learners, the report highlighted: “the unrepresentativeness of the curriculum, lack of diversity in teaching staff and school leadership, and poor engagement with parents”. This chapter reports on efforts to respond to these issues, with a focus on curriculum initiatives. We share two secondary school teachers’ experiences and consider wider lessons for practice.

Original language	English
Title of host publication	Decolonising Education for Sustainable Futures
Editors	Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson, Leon Tikly
Publisher	University of Bristol Press
Chapter	7
Pages	136-150
Number of pages	15
ISBN (Electronic)	9781529226119
ISBN (Print)	978-1-5292-2608-9
DOIs	https://doi.org/10.51952/9781529226119.ch007
Publication status	Published - 21 Jun 2023

Publication series

Name	Bristol Studies in Comparative Education and International Development
Publisher	Bristol University Press

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Southwest Anti-Racist Education Forum
Mitchell, R., Rawlings, D. G., Paulson, J. & Glowach, T.
3/03/22 → 31/07/22
Project: Other

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Glowach, T., Hicks-Beresford, T., & Mitchell, R. (2023). Decolonising the curriculum in English secondary schools: Lessons from teacher-led initiatives in Bristol. In Y. Hutchinson, A. A. C. Ochoa, J. Paulson, & L. Tikly (Eds.), Decolonising Education for Sustainable Futures (pp. 136-150). (Bristol Studies in Comparative Education and International Development). University of Bristol Press. https://doi.org/10.51952/9781529226119.ch007

Glowach, Terra ; Hicks-Beresford, Tanisha ; Mitchell, Rafael. / Decolonising the curriculum in English secondary schools: Lessons from teacher-led initiatives in Bristol. Decolonising Education for Sustainable Futures. editor / Yvette Hutchinson ; Artemio Arturo Cortez Ochoa ; Julia Paulson ; Leon Tikly. University of Bristol Press, 2023. pp. 136-150 (Bristol Studies in Comparative Education and International Development).

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abstract = "In 2017 the Runnymede Trust released an influential study on racial disparities in Bristol schools which shocked many educators working in the city. In accounting for the below national average attainment of young Black learners, the report highlighted: “the unrepresentativeness of the curriculum, lack of diversity in teaching staff and school leadership, and poor engagement with parents”. This chapter reports on efforts to respond to these issues, with a focus on curriculum initiatives. We share two secondary school teachers{\textquoteright} experiences and consider wider lessons for practice.",

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Glowach, T, Hicks-Beresford, T & Mitchell, R 2023, Decolonising the curriculum in English secondary schools: Lessons from teacher-led initiatives in Bristol. in Y Hutchinson, AAC Ochoa, J Paulson & L Tikly (eds), Decolonising Education for Sustainable Futures. Bristol Studies in Comparative Education and International Development, University of Bristol Press, pp. 136-150. https://doi.org/10.51952/9781529226119.ch007

Decolonising the curriculum in English secondary schools: Lessons from teacher-led initiatives in Bristol. / Glowach, Terra; Hicks-Beresford, Tanisha; Mitchell, Rafael.
Decolonising Education for Sustainable Futures. ed. / Yvette Hutchinson; Artemio Arturo Cortez Ochoa; Julia Paulson; Leon Tikly. University of Bristol Press, 2023. p. 136-150 (Bristol Studies in Comparative Education and International Development).

Research output: Chapter in Book/Report/Conference proceeding › Chapter in a book

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AB - In 2017 the Runnymede Trust released an influential study on racial disparities in Bristol schools which shocked many educators working in the city. In accounting for the below national average attainment of young Black learners, the report highlighted: “the unrepresentativeness of the curriculum, lack of diversity in teaching staff and school leadership, and poor engagement with parents”. This chapter reports on efforts to respond to these issues, with a focus on curriculum initiatives. We share two secondary school teachers’ experiences and consider wider lessons for practice.

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Glowach T, Hicks-Beresford T, Mitchell R. Decolonising the curriculum in English secondary schools: Lessons from teacher-led initiatives in Bristol. In Hutchinson Y, Ochoa AAC, Paulson J, Tikly L, editors, Decolonising Education for Sustainable Futures. University of Bristol Press. 2023. p. 136-150. (Bristol Studies in Comparative Education and International Development). doi: 10.51952/9781529226119.ch007

Decolonising the curriculum in English secondary schools: Lessons from teacher-led initiatives in Bristol

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Southwest Anti-Racist Education Forum

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