Index
ISBN: 978-1-83549-147-8, eISBN: 978-1-83549-144-7
Publication date: 4 November 2024
This content is currently only available as a PDF
Citation
(2024), "Index", 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. 235-244. https://doi.org/10.1108/978-1-83549-144-720241022
Publisher
:Emerald Publishing Limited
Copyright © 2025 Marlon Lee Moncrieffe, Omolabake Fakunle, Marlies Kustatscher and Anna Olsson Rost
INDEX
A level biology curriculum
, 124
Academia/academic community
, 69, 181–182
Academic knowledge
, 228
Action research
, 87–88, 125–126, 151, 179
Activism
, 193
Activist
, 89, 138, 203
African
, 105, 203, 215
African American
, 202, 207
Afro-feminism
, 192
Afrocentric education
, 73
Agency
, 116, 137, 184
Anglo-American theory
, 218
Anglo-centric/Eurocentric/western-centric
, 92, 104, 178–179
Anglocentrism
, 5
Anti-Blackness
, 6
Anti-colonial curriculum
, 190–191
Anti-indigeneity
, 200
Anti-racism
, 42, 53
anti-racism/anti-racist
, 52–53, 217
protests
, 170
Anti-racism framework (ARF)
, 160–161, 165–166
analysis and findings
, 162–164
characteristics of effective anti-racist pedagogy in ITE/T
, 163
imagined case study
, 165–167
impact and next steps
, 164–165
literature
, 160–161
objectives and methods
, 161–162
research context
, 160
strengths and limitations
, 164
Anti-racist pedagogy
, 161
Anti-racist Wales Action Plan
, 157, 170
Archival absences
, 202
Archives/archival records
, 106, 200
Arts-based approach
, 133, 136, 229
Arts-based methodology
, 133
Asset-based approach
, 16
Asylum-seeking
, 191
Banking concept of education
, 77
Belfast/Good Friday Agreement (1998)
, 32
Belonging
, 118
BERA guide
, 4, 6, 8–9, 226, 229
Bias-free approaches
, 56
Bilingual learners
, 191
Bilingualism
, 216
Biology
, 123
teachers
, 124
teaching
, 124
Birth to 5 Matters
, 64–65
Black
, 42, 53
Black and Asian British history
, 96
Black and Global Majority (BAGM)
, 160–161
Black Asian Minority Ethnic (BAME)
, 64–66, 69, 162
Black decoloniality
, 203
Black diaspora
, 202–203
Black digital archivists
, 206
Black feminisms
, 201
Black feminist decoloniality
, 203
Black history
, 94, 204
Black learner voice
, 79
Black learners
, 72, 74, 77–78
Black Lives Matter anti-racism movement (2020)
, 94, 123
Black Lives Matter anti-racism protests
, 94, 226
Black Lives Matter anti-racism public protests
, 4
Black Lives Matter anti-racist protests (2020)
, 42
Black Lives Matter movement
, 20
Black radical paradigm
, 73
Black Student Association
, 199
Black women
, 198–199
Black-British histories
, 74
Blackness
, 202, 204, 206
Britain
, 77, 92, 105
British educators
, 78
British Empire
, 112
British history
, 10, 21, 92
Buddying
programme
, 158
scheme
, 214
Burundi
, 212, 215
Canada
, 52, 55, 57
Capitalist/capitalism
, 43, 46, 202
Caribbean
, 135
Caribbean families
, 63
Chartered College for Teaching, The
, 20, 29
Childhood education
, 43
Children
, 9, 16, 33, 43, 63, 108
Christian moral principles
, 34
Christianity
, 32, 35
Co-creation/co-production/collaboration
, 73, 75, 78, 88, 181, 213
Co-designing
, 208
Coalition Government
, 92
College of Early Childhood Educators
, 54
Collegiality
, 173–174
Colonial ‘Western rationality’
, 73
Colonial epistemic dominance
, 72
Colonial projects
, 170
Colonialism
, 4–5, 55, 170, 171, 228
Coloniality
, 132
Colour-blindness
, 56
Colourblind approach
, 54
Common European Framework of Reference (CEFR)
, 181–182
Communities
, 7, 10, 189, 200
Community archives
, 200
Comparative critical review of course content
, 62
Conceptual frameworks
, 204, 229
Confucianism
, 182
Conservative UK government
, 160
Contemporary decolonisation movements
, 33
Contextually relevant taxonomies
, 182
Continued and advanced professional development (CAAPD)
, 15–16, 87
Continuous professional development (CPD)
, 20
Core Content Framework (CCF)
, 160
Core Syllabus
, 35
Counter stories
, 206
Counternarratives
, 207
Course development
, 165
Course enhancement questionnaire (CEQ)
, 181
Covid-19 pandemic
, 20
Critical
, 5, 7, 19, 63, 144, 229
Critical literacies
, 206
Critical race theory
, 53, 172, 226
Critical reflection
, 142, 151, 182
Critical reflexive practice
, 83
Critical reflexivity
, 230
Criticality/critical thinking
, 78, 146–148
Critically reflexive research-informed practitioners
, 16–17
Cross-cultural collaboration
, 212
Cultural diversity
, 178
Cultural exclusion
, 173
Cultural identities
, 184
Culturally relevant pedagogy
, 72, 77
Culturally responsive pedagogy (CRP)
, 16, 229
Culture/cultural
, 16, 34, 125, 158, 182
Curricular choices
, 99
Curriculum
, 76, 190, 192
approaches to decolonising and diversifying
, 26–27
changes and stimulus
, 97–98
decolonising
, 72–74
initiatives
, 93
knowledge
, 21
movement
, 226
Data collection
, 74
De-centre Christianity
, 38
Decolonial ‘archive’
analysis and findings
, 205–207
archive
, 200
black feminisms
, 201
on decolonisation and decoloniality
, 200–201
impact and next steps
, 207–208
literature
, 200
objectives and methods
, 201–205
research context
, 198–199
sample NRU scavenger hunt clues and questions
, 205
strengths and limitations
, 207
Decolonial agenda
, 221
Decolonial curricula
, 76
Decolonial education
analysis and findings
, 55
impact and next steps
, 57
literature
, 53–54
objectives and methods
, 54
opportunities ahead
, 226
opposition and challenges
, 225–226
research context
, 52–53
strengths and limitations
, 56
Decolonial epistemologies
, 53
Decolonial practice
, 46, 75
Decolonial praxis
, 6–7, 15, 47, 73, 83, 171, 229–230
analysis and findings
, 173
impact and next steps
, 174
objectives and methods
, 171–173
research context
, 170
strengths and limitations
, 173
Decolonial process
, 221
Decolonial research
, 230
interventions
, 52
Decolonial theories
, 3, 225
Decolonialised approach
, 212
Decolonialism
, 53
Decolonisation
, 24–25, 42–43, 73, 104, 132, 135, 170, 180, 200–201
Decolonisation process
, 135, 157, 172–174
Decolonisation/decolonising/decoloniality
, 5, 7, 200–201
analysis and findings
, 126–127
of curriculum knowledge
, 42
in further education
, 122
in higher education
, 178
impact and next steps
, 128
literature
, 123
objective and methods
, 123–126
research context
, 122–123
strengths and limitations
, 127–128
Decolonised curriculum
, 173, 225
Decolonising curriculum
, 4–5, 93
analysis and findings
, 75, 180
approaches to
, 26–27
arresting epistemic violence
, 6
background
, 4
contents
, 9–11
deconstruction
, 180–182
educator understandings and practice
, 75–76
empowerment
, 182–183
equity and inclusion
, 7–8
fostering decolonial praxis
, 6–7
impact and next steps
, 79, 184
learner perceptions
, 77–78
literature
, 72–74, 178–179
objective and aims
, 8
objectives and methods
, 74–75, 179–180
reflection
, 183
research context
, 72, 178
strengths and limitations
, 78–79, 183–184
Decolonising early childhood education
, 43
Decolonising education
, 5
Decolonising language teaching
analysis and findings
, 134–136
impact and next steps
, 137–138
literature
, 132–133
objectives and methods
, 133–134
research context
, 132
strengths and limitations
, 136–137
Decolonising of curricula
, 87
Decolonising process
, 143
Decolonising teaching and research
analysis and findings
, 214–216
impact and next steps
, 217–218
literature
, 212–213
objectives and methods
, 213–214
research context
, 212
strengths and limitations
, 216–217
Deconstruction
, 180–182
activities
, 182
Department of Education, The
, 37
Deracialised
, 160
Developmentalism
, 53
Dialogue
, 72
Digitised texts
, 200
Disability/disabilities/disabled
, 29
Disciplinary knowledge
, 88
Discomfort
, 8, 172, 221
Discrimination/discriminatory
, 46
Diversity
, 104, 179
anti-racist practice
, 157
of historical narratives
, 115
wind
, 157
Diversity and anti-racist professional learning (DARPL)
, 174, 229
Diversity/diversifying
approaches to
, 26–27
curriculum
, 93, 178
Documents
, 200
Domain of consequence
, 113, 116
Domain of practice
, 115
Dominant narratives
analysis and findings
, 107–108
impact and next steps
, 109
literature
, 104–105
objectives and methods
, 105
research context
, 104
strengths and limitations
, 108–109
Early childhood education
, 15, 43, 47, 69, 83
analysis and findings
, 45–46
impact and next steps
, 47–48
literature
, 43
model of awareness of diversity
, 45
objectives and methods
, 43–45
research context
, 42–43
spaces
, 46
strengths and limitations
, 46–47
Early Childhood Education and Cares (ECEC)
, 9–10, 52
Early childhood practice
advancing intercultural learning
, 63–64
analysis and findings
, 67–68
impact and next steps
, 69–70
international comparative perspectives
, 62–63
literature
, 64–66
objectives and methods
, 66–67
parent–practitioner relationship
, 69
participants’ successful strategies for developing a trusting parent–practitioner relationship
, 68
participants’ successful strategies for reflection on parent–practitioner relationship
, 68
research context
, 62
strengths and limitations
, 68
Early childhood practitioners
, 46, 56
Early childhood students
, 69
Early childhood studies
, 64
Early childhood teacher trainer
, 63
Early years foundation stage (EYFS)
, 65
‘Early years’ student–practitioners’ feedback
, 66
Education
, 33, 74
Educational policy
, 52
Educational theories
, 21
Educators
, 76
conceptualizations
, 78
understandings and practice
, 75–76
Embedded approach
, 163
Empire
, 112
Empower/empowerment
, 182–183
Engagement
, 28, 65, 133
England
, 3, 42, 62, 164
English context
, 62
English language, The
, 188
English language teaching programme (ELT programme)
, 188, 190–191
English National Primary Curriculum
, 72
Enquiry
, 116
Epistemic injustice
, 32–33
Epistemic power /injustice /violence
, 6
Epistemologies
, 142, 181, 184, 202
Equality, diversity, and inclusion (EDI)
, 171
Equity
, 7–8, 158
Ethical dilemmas
, 79
Ethical global issues pedagogy (EGIP) resource
resource
, 142
teacher resource
, 142, 144
Ethnically diverse student body
, 122
Ethnicity
, 42
Euro-American knowledge production
, 123
Eurocentric curriculum discourse
, 21
Eurocentric developmentalism
, 54
Eurocentric developmentalist discourses
, 46
Eurocentrism
, 5
European colonialism
, 228
European Convention on Human Rights
, 37
Evidence-informed education
, 21
External domain
, 113, 115–117
Families
, 62
modular content
, 63
#FeesMustFall movement (2015)
, 73
Formal assessments for placement-learning modules
, 69
Freire
, 6, 72, 77
French
, 132, 135, 214, 216
Further education
, 122, 192
Global concept
, 206
Global knowledges
, 172, 174
Global literature
, 161, 164
Global North
, 201
Global South
, 212
Good Friday Agreement
, 192
Government policymakers
, 226
Grassroot /grassroots
, 16, 57, 84
Growth
, 116
HAU students
, 216–217
Hegemonic whiteness
, 10, 228
Hegemony
, 147
Hegemony, Ethnocentrism, Ahistoricism, Depoliticisation, Salvationism, Uncomplicated Solutions, Paternalism (HEADSUP)
, 142
analysis and findings
, 144–148
impact and next steps
, 148–149
literature
, 142
objectives and methods
, 143–144
research context
, 142
resources
, 143, 147
strengths and limitations
, 148
Hermeneutical injustice
, 33
Heterogeneity
, 192
High Court judicial review
, 37
Higher education (HE)
, 10–11, 157, 198, 212, 226
curriculum in Northern Ireland
, 188
transformation
, 204
Higher education institutions (HEIs)
, 198, 204
Historical Association
, 93–94, 112
History curriculum
, 92, 98
analysis and findings
, 95
impact and next steps
, 98–99
literature
, 93–94
objectives and methods
, 94–95
recent curriculum changes and stimulus
, 97–98
research context
, 92
teaching of specific topics
, 95–97
History-making process
, 106
Identity/identities
, 52–53, 75, 79, 136, 166
‘Idle No More’ movement
, 4
Ikibiri
, 212–213
Imperialism
, 114, 122
Impression
, 97
Inclusion
, 7–8, 158
policy
, 8
Inclusive engagement strategies
, 62
Inclusivity/inclusive
, 75, 115, 137, 184
Indigenous
, 52, 56, 115, 190
Indigenous language learning
, 193
Indigenous values
, 158, 212, 217
Inequality
, 62, 170
Inequities
, 21, 52, 160, 166, 208
Initial Teacher Education (ITE)
, 171
curriculum
, 157
initial Teacher Education/Training for England
, 160
ITE/T
, 160–161
Initial teacher training
, 22, 157
Injustice
, 33, 35
Institutional racism
, 162
Institutional structures
, 73, 93
Intentional processes
, 181
Intercultural teaching and learning
, 63–64
International buddying programme
, 214
International comparative perspectives
, 62–63
International students
, 158, 178, 183, 188, 190, 199
Interpretative paradigm
, 74
Intersectional
, 75, 136
Interviews
, 35
Johannesburg case-study context
, 76
Key Stage 3 (KS3)
, 92, 104
curriculum at Park View School
, 109
Key Stage two (KS2) Black learners
, 74
King’s Language Centre (KLC)
, 132, 134
Knowledge
, 32
knowledge-rich curricula
, 92
levels
, 24
Language
, 10, 64
Language education
analysis and findings
, 191
curriculum
, 192
in higher education
, 188
impact and next steps
, 192–193
literature
, 189
objectives and methods
, 190–191
research context
, 188–189
strengths and limitations
, 191–192
Language learning
, 189
Language reclamation
, 189, 191
Language teaching
, 136
Leader/leaders/leadership
, 16, 20, 23, 28
Learner perceptions
, 77–78
Learning
, 55, 64–65, 208
module
, 67
process
, 180, 192
themes
, 151
LGBTQ+ enquiry
, 106, 108
LGBTQ+ unit
, 105
Linguistic conformity of higher education
, 190
Literature review
, 164
Lived experience
, 16, 29
Marginalised people
, 76, 124, 126
Marginalised/marginalisation
, 35
Masculinisation
, 206
Methodological tools
, 172
Methodology/methodologies
, 208
Migration
, 112
histories
, 104, 109
Minority
, 34
Minority Ethnic groups
, 42
Minority-serving institution (MSI)
, 204
Model of awareness of diversity
, 44, 46
Model of diversity typology
, 17
Modern foreign language (MFL)
, 87
Modern society
, 4
Modules, motivation and knowledge levels before undertaking
, 23–24
Multidisciplinary theoretical approaches
, 53
Namibia
, 213
Narratives
, 114–116
National Association of School-Based Teacher Trainers (NASBTT)
, 162
National conference
, 165
National Curriculum for History
, 104
Neutrality
, 56
New Labour Government
, 21
Newly Qualified Teacher Survey, The
, 42
NI Core Syllabus
, 32
Noble Raile University (NRU)
, 198–199
Non-Eurocentric epistemologies
, 6
North
, 188, 221
Northern Ireland (NI)
, 32, 188, 190
institution in
, 189
Nuffield Foundation
, 33
Observation
, 108, 177
Official language
, 188
Ojibwemowin
, 189
Online buddying programme
, 213
Online learning modules
, 20
Online modules
, 22
of learning
, 23
Online survey
, 162
Onto-epistemological shift
, 43
Oppression
, 5, 22, 73, 172
Oral history
, 106
interviews
, 107
Oral/aural approach
, 108
Orientalism
, 133
Parent-practitioner relationships
, 62–63, 66
Parents as partners guidance
, 65
Parent–teacher relationships
, 67
Participants
, 78, 147
Participation/participatory
, 134
Patchwork methodology
, 172
Patriarchy
, 73, 201
Pedagogical intervention
, 63
Pedagogy/pedagogies
, 8, 53
Peer debriefing
, 173
Peer reviewing
, 22
People of colour
, 122, 124
Personal domain
, 113, 115–117
Policy
, 8–10
Policy context
, 164
Policy development
, 178
Political campaigns
, 112
Positionality
, 17, 76, 174
Post-16 education
, 122
Post-16 institution
, 124
Post-graduate programme
, 188
Post-learning surveys
, 27
Post-session survey data
, 55
Poverty
, 62
Power dynamics
, 217
Power relations
, 43, 46
Practical approaches
, 67
Practice/practitioner
, 6–7, 10
Praxis
, 3
Pre-session surveys
, 55
Pre-survey data
, 114
Predominantly white institutions (PWIs)
, 198
Predominantly white university
, 198, 202
Prejudice
, 44
Preservice teachers/PGCE students
, 144
Primary curriculum
analysis and findings
, 34–37
impact and next steps
, 37–38
literature
, 32–33
objective and methods
, 33
research context
, 32
strengths and limitations
, 37
Primary education
, 3, 8
Primary objective
, 133
Primary school curriculum
, 15
analysis and findings
, 23
approaches to decolonising and diversifying curriculum
, 26–27
conversations about race
, 27
decolonisation
, 24–25
decolonise and diversify curriculum
, 26
histories
, 25–26
impact and next steps
, 28–29
literature
, 20–22
literature
, 27
motivation and knowledge levels before undertaking modules
, 23–24
objective and methods
, 22–23
research context
, 20
strengths and limitations
, 27–28
Primary school education
, 9–10
Primary school students
, 15
Problematic normalised assumptions
, 56
Professional development
, 149
analysis and findings
, 114
impact and next steps
, 118
initiatives
, 57
literature
, 112
migration and empire
, 112
model of professional growth
, 112–114
objectives and methods
, 112
programmes
, 57
reflecting on enquiry
, 116
reflecting on narratives
, 114–116
reflecting on sources
, 116–117
research context
, 112
strengths and limitations
, 117–118
Professional dialogue
, 15
Professional learning
, 157
Professional placement module
, 62
Public activism
, 4
Qualitative research
, 134
Queering
, 206
Race, conversations about
, 27
Racial
, 4, 20
Racial abuse
, 160
Racial literacy
, 171
Racialisation
, 46
Racially diverse
, 162
Racism
, 161, 166
Racist
, 46
Racist incidents
, 160
Radical approach
, 76
Re-learning process
, 143
Reconceptualist scholarship
, 53
Reflection
, 68, 172
and enaction
, 113
on practitioners beliefs
, 67
Reflective approach
, 64, 134
Reflective practice
, 172
Reflective thematic analysis (RTA)
, 144
Reflexive practice
, 87–88, 151
Reflexivity
, 16
Refugee
, 191
Refugee and asylum-seeking (RAS)
, 191
Regional-level policy
, 34
Regressive approach
, 21
Relational language reclamation approach
, 158
Relationality
, 192
Relationships
, 10, 53
Religious diversity
, 32
Religious education (RE)
, 32
Research
, 3, 7
Research collective
, 171–172
Research-informed practice
, 16
Resources
, 16, 22
Revised learning outcomes
, 67
Revolutionary approaches
, 73
Rhodes Must Fall movement
, 4
Runnymede Trust, The
, 113
Salvationism
, 147
Scavenger hunt
, 202, 204
Scholars
, 33
School of Education, Communication and Society (School of ECS)
, 132
School-level policy
, 34
Schools History Project (SHP)
, 109
Schoolteachers
, 135, 136
Science/scientific
, 122
Scotland
, 3, 42, 44
Scottish Government’s anti-racism in education programme
, 42
Secondary education
, 87
Secondary school education
, 10
Self–reflexivity
, 173
Semi-structured educator interviews
, 74
Settler-colonial
, 52
Small-scale research project
, 136, 142
Social work education
, 210, 218
Sources
, 116–117
South Africa
, 3–4, 73, 78
South African educators
, 78
Strengths-based approach
, 64
Structural
, 17, 73
Student body
, 124
Student feedback
, 107
Student researchers
, 134
Student teachers
, 138, 148
Student voice activities
, 126
Student voice inclusion
, 137
Student-led research
, 134
Students
, 191, 205
‘Students’ counternarratives
, 206
Subject/subject knowledge
, 88
Subversive thinking and action
, 88–89
Surveys
, 55
Sustainable Development Goals
, 212
Tape Letters
, 106
enquiry
, 107–108
Teacher as learner/re-learning/re-education
, 114
Teacher education research
, 21
Teacher standards
, 160
Teacher/teaching
, 95, 113, 135
Teaching approaches
, 62
Teaching module
, 67
Teaching themes
, 151
Teaching to transgress
, 73
Tertiary education
, 10, 87
Testimonial injustice
, 33
Theoretical framework
, 65, 172
Tokenisation
, 202, 205
TRACTION
, 118
Training sessions
, 56
Translanguaging
, 180
Triangular trade
, 95
Trinidad and Tobago
, 62–63
Trust
, 21, 64, 78
Ubuntu
, 73, 212–213
Questionnaire
, 215
Unconscious bias
, 68
Under-representation
, 93
United Kingdom /UK
, 42
United States /USA
, 52, 161, 189
Universal history
, 105
University colleagues
, 136
University College London
, 118
University of Liverpool TIDE project
, 113
University of Oxford
, 118
Unlearning
, 55, 143
Voice/voices
, 16, 124
Wales
, 3, 170
Welsh education system
, 171
Welsh government
, 170
Western developmentalism epistemic norms
, 53
Western paradigms
, 182
White Eurocentric curriculum
, 73
White-centric epistemic dominance
, 72
Whiteness
, 5, 45
Whitewashing
, 200
World Forum Early Childhood Conference (2022)
, 66
Worldviews
, 16, 33, 38
Young children
, 53
- Prelims
- INTRODUCTION
- Chapter 1. Decolonising the Curriculum: Fostering Praxis for Equity and Inclusion
- EARLY CHILDHOOD AND PRIMARY EDUCATION – INTRODUCTION
- Chapter 2. Decolonising and Diversifying Primary School Curriculum Knowledge: Enacting Theory in Practice and Pedagogy
- Chapter 3. The Primary Curriculum for Religious Education in Northern Ireland: Making a Case for Epistemic Justice
- Chapter 4. Decolonising Early Childhood Education: Disrupting Professional Discourses
- Chapter 5. Decolonial Education Through Solidarities: Anti-racism Learning in Early Childhood Education and Care in Canada
- Chapter 6. Decolonising Knowledge of the Parent–Practitioner Relationship in Early Childhood Practice Through Reflective Intercultural Teaching and Learning Interventions
- Chapter 7. Decolonising the Curriculum: A Comparative Case-study of Black Learner and Educator Perspectives and Experience from London (UK) and Johannesburg (South Africa)
- EARLY CHILDHOOD AND PRIMARY EDUCATION – SUMMARY
- SECONDARY AND TERTIARY EDUCATION – INTRODUCTION
- Chapter 8. Diversifying the History Curriculum in England: A Slow (R)evolution
- Chapter 9. Challenging Dominant Narratives: Centring Historically Underserved Voices to Create New Enquiries for the History Classroom
- Chapter 10. A Professional Development Model for the Teaching of British Empire, Migration, and Belonging
- Chapter 11. Decolonisation in Further Education: Engaging Diverse Students in the Delivery of a Decolonised Curriculum for A Level Biology in the Heart of the Former Empire
- Chapter 12. Decolonising Language Teaching: More Than a Box-ticking Exercise
- Chapter 13. HEADSUP: Using Deliberate Reflexive Practice to Strengthen Decolonial Thinking and Action
- SECONDARY AND TERTIARY EDUCATION – SUMMARY
- HIGHER EDUCATION – INTRODUCTION
- Chapter 14. Creating the Anti-racism Framework to Transform the Curriculum for Student Teachers in England
- Chapter 15. Decolonial Praxis in Wales: Reflections on Research, Policy, and Anti-racist Action
- Chapter 16. Decolonising the Curriculum in Higher Education: Introducing a Practice-informed Framework from Two Non-white Academics in a UK University
- Chapter 17. Relationality, Plurilingualism, and Place: Language Education in Higher Education in Northern Ireland
- Chapter 18. ‘Hunting’ for a Black Feminist Decolonial ‘Archive’ at a Predominantly White University
- Chapter 19. Decolonising Teaching and Research: A Student Buddying Programme Between Burundi and the UK
- HIGHER EDUCATION – SUMMARY
- CONCLUSION
- Chapter 20. What Are the Next Steps to Advancing Equity and Inclusion in Teaching and Learning Through Decolonial Educational Research and Practice?
- Glossary of Key Terms
- Index