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Anti-racist learning and teaching in British Geography
journal contribution
posted on 2020-07-16, 15:05 authored by James Esson, Angela LastThis special section illustrates how learning and teaching in UK higher education reinforces, but can potentially also help to counteract, racism. This introduction provides some context for this intervention and provides an outline of key themes that emerge from the collection of papers. We use these themes to sketch out three guiding principles for the incorporation of explicitly anti-racist praxis in our learning and teaching within British Geography 1) Recognise each other’s humanity 2) Say the unsayable 3) Experiment with (y)our history. We call for explicitly anti-racist praxis while conscious of the ‘disciplinary fragility’ that moves to address racism might elicit. It is argued that an anti-racist approach to learning and teaching in British Geography has the potential to equip staff and students with the tools to help make our discipline, and wider society, more equitable and just.
History
Department
- Geography and Environment
Published in
AreaVolume
52Issue
4Pages
668-677Publisher
WileyVersion
- VoR (Version of Record)
Publisher statement
This is an Open Access Article. It is published by wiley under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/Acceptance date
2020-07-10Publication date
2020-09-06Copyright date
2020ISSN
0004-0894eISSN
1475-4762Publisher version
Language
- en