121
Views
0
CrossRef citations to date
0
Altmetric

References

  • Bonnett, A. (2000) Anti-racism. London: Routledge.
  • Bryan, B., Dadzie, S. and Scafe, S. (1985) The Heart of the Race: Black women’s lives in Britain. London: Virago.
  • Commission on Race and Ethnic Disparities (CRED) (2021) The Report of the Commission on Race and Ethnic Disparities. Available at https://www.gov.uk/government/publications/the-report-of-the-commission-on-race-and-ethnic-disparities
  • Daley, P.O. and Murrey, A. (2022) ‘Defiant scholarship: dismantling coloniality in contemporary African geographies’, Singapore Journal of Tropical Geography, 43, 2, pp. 159–76. https://doi.org/10.1111/sjtg.12422
  • Department of Education and Science (DES) (1977) Education in School. A consultative document. Presented to Parliament, July. London: HMSO.
  • Driver, F. (2001) Geography Militant: Cultures of exploration and Empire. Oxford: Blackwell.
  • Gillborn, D. (2005) ‘Education policy as an act of white supremacy: whiteness, critical race theory and education reform’, Journal of Education Policy, 20, 4, pp. 485–505. https://doi.org/10.1080/02680930500132346
  • Jazeel, T. (2019) Postcolonialism. London: Routledge.
  • Joseph-Salisbury, R. (2020) Race and Racism in English Secondary Schools. London: Runnymede Trust.
  • Lambert, D., Béneker, T. and Bladh, G. (2021) ‘The challenge of “recontextualisation” and Future 3 curriculum scenarios: an overview’ in Fargher, M., Mitchell, D. and Till, E. (eds) Recontextualising Geography in Education. Cham, Switzerland: Springer Nature, pp. 9–24.
  • Macpherson, W. (1999) The Stephen Lawrence Inquiry: Report of an inquiry by Sir William Macpherson of Cluny. Available at https://assets.publishing.service.gov.uk/media/5a7c2af540f0b645ba3c7202/4262.pdf
  • Morgan, J. and Lambert, D. (2018) ‘For knowledge – but what knowledge? Confronting social realism’s curriculum problem’ in Barratt, B., Hoadley, U. and Morgan, J. (eds) Knowledge, Curriculum and Equity: Social realist perspectives. Abingdon, and New York, NY: Routledge, pp. 33–44.
  • Morgan, J. and Lambert, D. (2023) Race, Racism and the Geography Curriculum. London: Bloomsbury.
  • Noxolo, P. (2022) ‘Geographies of race and ethnicity 1: Black geographies’, Progress in Human Geography, 46, 5, pp. 1232–40. https://doi.org/10.1177/03091325221085291
  • Parekh, B. (2000) The Future of Multi-Ethnic Britain. London: Runnymede Trust. Available at https://www.runnymedetrust.org/publications/the-future-of-multi-ethnic-britain
  • Puttick, S. and Murrey, A. (2020) ‘Confronting the deafening silence on race in geography education in England: learning from anti-racist, decolonial and Black geographies’, Geography, 105, 3, pp. 126–34. https://doi.org/10.1080/00167487.2020.12106474
  • Scarman, L.G. (1981) The Scarman Inquiry into the Brixton Riots, 10−12 April 1981. London: HMSO.
  • Sriprakash, A., Rudolph, S. and Gerrard, J. (2022) Learning Whiteness: Education and the settler colonial state. London: Pluto Press.
  • Wilson, A. (1978) Finding a Voice: Asian women in Britain. London: Vintage.
  • Wilson, B.M. (2019) America’s Johannesburg: Industrialization and racial transformation in Birmingham. Athens, GA: University of Georgia Press.
  • Winch, C. (2013) ‘Curriculum design and epistemic ascent’, Journal of Philosophy of Education, 47, 1, pp. 128–46. https://doi.org/10.1111/1467-9752.12006
  • Winter, C. (2022) ‘The geography GCSE curriculum in England: a white curriculum of deceit’, Whiteness and Education, 8, 2, pp. 313–31. https://doi.org/10.1080/23793406.2022.2132179
  • Woods, C. (2017) Development Drowned and Reborn: The blues and bourbon restorations in post-Katrina New Orleans. Athens, GA: University of Georgia Press.
  • Young, M. and Lambert, D. (2014) Knowledge and the Future School. London: Bloomsbury.
  • Young, M. and Muller, J. (2010) ‘Three educational scenarios for the future: lessons from the sociology of knowledge’, European Journal of Education, 45, 1, pp. 11–27. https://doi.org/10.1111/j.1465-3435.2009.01413.x
  • Yusoff, K. (2019) A Billion Black Anthropocenes or None. Minneapolis, MN: University of Minnesota Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.