Making spaces for collaborative action and learning: Reflections on teacher-led decolonising initiatives from a professional learning network in England

Glowach, Terra; Mitchell, Rafael; Bennett, Tryphosa; Donaldson, Lydia; Jefferson, Jo; Panford, Lisa; Saleh, Amy; Smee, Kate; Wells‐Dion, Bathsheba; Hemmings, Evie

Abstract

This article draws on the experiences of teachers and teacher educators within the “Bristol Decolonising Network”, an informal professional learning network based in South West England, to share examples of teacher-led decolonising/antiracist initiatives. The seven vignettes presented cover a range of subject areas across the English Secondary school curriculum, with varying rationales, foci, forms and intended outcomes. For this Special Issue, we look across these cases to consider links between teacher-led decolonising and antiracist initiatives and professional learning. We suggest that professional learning is both a condition for, and outcome of, teachers' engagement in such work; and that extending collaboration beyond hierarchical and institutional boundaries is a key enabler for progress on this agenda.

• Journal Article Type: Article
• Acceptance Date: Sep 28, 2022
• Online Publication Date: Oct 26, 2022
• Publication Date: Mar 1, 2023
• Deposit Date: Aug 2, 2022
• Publicly Available Date: Oct 31, 2022
• Journal: Curriculum Journal
• Print ISSN: 0958-5176
• Electronic ISSN: 1469-3704
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 34
• Issue: 1
• Pages: 100-117
• DOI: https://doi.org/10.1002/curj.186
• Keywords: collaboration; learning: teacher-led decolonising initiatives; curriculum; teaching; education
• Public URL: https://uwe-repository.worktribe.com/output/9645211
• Publisher URL: https://bera-journals.onlinelibrary.wiley.com/journal/14693704?utm_source=google&utm_medium=paidsearch&utm_campaign=R3MR425&utm_content=SocBehavSci&gclid=EAIaIQobChMI25HdnJ6q-QIVibbtCh1MRg8ZEAAYASAAEgL9kfD_BwE