Decolonising the Curriculum: A Comparative Case-study of Black Learner and Educator Perspectives and Experience from London (UK) and Johannesburg (South Africa)

Abstract

Black university student protests calling for decolonising the curriculum in South Africa in 2015 and the Black Lives Matter movement sweeping across the UK in 2020 have brought attention to the need for anti-racist and decolonial education and practice in schools. Drawing on critical pedagogy and decolonial discourse, this research analyses conceptualisations of decolonising the curriculum and anti-racist pedagogy through Black learner and educator understandings from a London primary school and educator perspectives in Johannesburg. Empirical data collected from a learner focus group, field journal, and educator interviews showed key themes for informing best practice as belonging, identity and community knowledge, cultural relevance, critical thinking, and consciousness raising. Findings from this research suggested shared educator understandings of ‘decolonising the curriculum’ and evidence of decolonial practice. While Black learners’ critique raised considerations for progression of ‘soft reform’ to more ‘radical’ transformation.

Citation

Osivwemu, O. (2024), "Decolonising the Curriculum: A Comparative Case-study of Black Learner and Educator Perspectives and Experience from London (UK) and Johannesburg (South Africa)", Moncrieffe, M.L., Fakunle, O., Kustatscher, M. and Rost, A.O. (Ed.) The BERA Guide to Decolonising the Curriculum: Equity and Inclusion in Educational Research and Practice (The BERA Guides), Emerald Publishing Limited, Leeds, pp. 71-81. https://doi.org/10.1108/978-1-83549-144-720241007