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Anti-racist learning and teaching in British Geography

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journal contribution
posted on 16.07.2020, 15:05 authored by James EssonJames Esson, Angela Last
This 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

Area

Volume

52

Issue

4

Pages

668-677

Publisher

Wiley

Version

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

10/07/2020

Publication date

2020-09-06

Copyright date

2020

ISSN

0004-0894

eISSN

1475-4762

Language

en

Depositor

Dr James Esson. Deposit date: 16 July 2020

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