Changes in the nature of knowledge production, plus rapid social
and cultural change, have meant that the 'curriculum question' -
what is to be taught, and by extension, 'whose knowledge' - has
been hotly contested. The question of what to teach has become more
and more controversial. This book asks: what is an appropriate
curriculum response to the acute, renewed interest in issues of
race and racism? How does a school subject like geography respond?
The struggle over the school curriculum has frequently been
portrayed as being between educational 'traditionalists' and
'progressives'. This book suggests a way out of this impasse.
Drawing upon and extending insights from 'social realism', it
explores what a Future 3 geography curriculum might look like - one
that recognizes the importance of the academic discipline as a
source of curriculum-making but at the same time avoids
geographical knowledge becoming set in stone. The book focuses very
sharply on issues of race and racism, enabling teachers to engage
in curriculum making in geography that is racially literate.
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