This book calls for a reconceptualisation and decolonisation of the Key Stage 2 national history curriculum. The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education. Through both narrative and biographical methodologies, the author presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation. This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.

"A must-read for anyone interested in enhancing a historical understanding of our present through a consideration of what it means to decolonize."--Priyamvada Gopal, University of Cambridge In 2015, students at the University of Cape Town demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. Their battle cry, #RhodesMustFall, sparked an international movement calling for the decolonization of universities all over the world. Today, as the movement develops beyond the picket line, how might it go on to radically transform the terms upon which universities exist? In this book, students, activists, and scholars discuss the possibilities and the pitfalls of doing decolonial work in the heart of the establishment. Subverting curricula, demanding diversity, and destroying old boundaries, this is a radical call for a new era of education. Chapters include: *Rhodes Must Fall: Oxford and Movements for Change (Dalia Febrial) *Race and the Neoliberal University ((John Holmwood) *Black/Academia (Robbie Shilliam) *The Challenge for Black Studies in the Neoliberal University (Kehinde Andrews) *Open Initiatives for Decolonising the Curriculum (Pat Lockley) *Decolonising Education: A Pedagogic Intervention (Carol Azumah Dennis) *Understanding Eurocentrism as a Structural Problem of Undone Science (William Jamal Richardson) As the book's insightful Introduction states, "Taking colonialism as a global project as a starting point, it becomes difficult to turn away from the Western university as a key site through which colonialism--and colonial knowledge in particular--is produced, consecrated, institutionalized and naturalized." Offering resources for students and academics to challenge and resist colonialism inside and outside the classroom, Decolonizing the University provides the tools for radical change in educational disciplines, pedagogies, and institutions.

This book explores pedagogical approaches to decolonising the literature curriculum through a range of practical and theoretically-informed case studies. Although decolonising the curriculum has been widely discussed in the academe and the media, sustained examinations of pedagogies involved in decolonising the literature at university level are still lacking in English and related subjects. This book makes a crucial contribution to these evolving discussions, presenting current and critically engaged pedagogical scholarship on decolonising the literature curriculum. Offering a broad spectrum of accessible chapters authored by experienced national and international academics, the book is structured into two parts, Texts and Contexts, presenting case studies on decolonising the literature curriculum which range from the undergraduate classroom, university writing centres, through to the literary doctorate.

This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education. Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts – which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality into conversation with the structural, cultural, institutional, relational and personal logics of curriculum, pedagogy and teaching practice. What is enabled, in practice, when academics set out to decolonize their teaching spaces? What commonalities and differences are there where academics set out to do so in universities across disparate political and geographical spaces? This book explores what is at stake when decolonial work is taken from the level of theory into actual practice. The chapters in this book were originally published as a special issue of Third World Thematics.

This book explores pedagogical approaches to decolonising the literature curriculum through a range of practical and theoretically-informed case studies. Although decolonising the curriculum has been widely discussed in the academe and the media, sustained examinations of pedagogies involved in decolonising the literature at university level are still lacking in English and related subjects. This book makes a crucial contribution to these evolving discussions, presenting current and critically engaged pedagogical scholarship on decolonising the literature curriculum. Offering a broad spectrum of accessible chapters authored by experienced national and international academics, the book is structured into two parts, Texts and Contexts, presenting case studies on decolonising the literature curriculum which range from the undergraduate classroom, university writing centres, through to the literary doctorate.

'A landmark in the process of decolonizing imperial Western knowledge.' Walter Mignolo, Duke University To the colonized, the term 'research' is conflated with European colonialism; the ways in which academic research has been implicated in the throes of imperialism remains a painful memory. This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. Now in its eagerly awaited second edition, this bestselling book has been substantially revised, with new case-studies and examples and important additions on new indigenous literature, the role of research in indigenous struggles for social justice, which brings this essential volume urgently up-to-date.

Winner of the Scotiabank Giller Prize and the Governor General's Literary Award Finalist for the Booker Prize and the Baileys Women's Prize for Fiction "A powerfully expansive novel…Thien writes with the mastery of a conductor." —New York Times Book Review “In a single year, my father left us twice. The first time, to end his marriage, and the second, when he took his own life. I was ten years old.” Master storyteller Madeleine Thien takes us inside an extended family in China, showing us the lives of two successive generations—those who lived through Mao’s Cultural Revolution and their children, who became the students protesting in Tiananmen Square. At the center of this epic story are two young women, Marie and Ai-Ming. Through their relationship Marie strives to piece together the tale of her fractured family in present-day Vancouver, seeking answers in the fragile layers of their collective story. Her quest will unveil how Kai, her enigmatic father, a talented pianist, and Ai-Ming’s father, the shy and brilliant composer, Sparrow, along with the violin prodigy Zhuli were forced to reimagine their artistic and private selves during China’s political campaigns and how their fates reverberate through the years with lasting consequences. With maturity and sophistication, humor and beauty, Thien has crafted a novel that is at once intimate and grandly political, rooted in the details of life inside China yet transcendent in its universality.

"Ingenious... Builds to one of the most memorable final scenes I've read in a novel this century." --The New York Times WINNER OF THE 2018 WOMEN'S PRIZE FOR FICTION FINALIST FOR THE 2019 INTERNATIONAL DUBLIN LITERARY AWARD LONGLISTED FOR THE MAN BOOKER PRIZE The suspenseful and heartbreaking story of an immigrant family driven to pit love against loyalty, with devastating consequences Isma is free. After years of watching out for her younger siblings in the wake of their mother's death, she's accepted an invitation from a mentor in America that allows her to resume a dream long deferred. But she can't stop worrying about Aneeka, her beautiful, headstrong sister back in London, or their brother, Parvaiz, who's disappeared in pursuit of his own dream, to prove himself to the dark legacy of the jihadist father he never knew. When he resurfaces half a globe away, Isma's worst fears are confirmed. Then Eamonn enters the sisters' lives. Son of a powerful political figure, he has his own birthright to live up to--or defy. Is he to be a chance at love? The means of Parvaiz's salvation? Suddenly, two families' fates are inextricably, devastatingly entwined, in this searing novel that asks: What sacrifices will we make in the name of love?

"Mournful, insightful, and mystical...Mosley's best work of fiction." —Elle New York Times bestselling author Walter Mosley introduces us to Socrates Fortlow, an "astonishing character" (Los Angeles Times Book Review) in this acclaimed collection of linked stories. "I either committed a crime or had a crime done to me every day I was in jail. Once you go to prison you belong there." Socrates Fortlow has done his time: twenty-seven years for murder and rape, acts forged by his own two rock-breaking hands. Now, he has come home to a new kind of prison: two battered rooms in an abandoned building in Watts. Working a dead-end job at the supermarket and moving perilously close to invisibility, Socrates seeks inner truth and redemption amid the violence and hopelessness of South Central Los Angeles. In fourteen intertwining tales, Socrates grapples with situations that are never easy as he attempts to hold on to a job and offer a lifeline to a young man on his same bloodstained path. In Socrates's battle-scarred wisdom, there is hope of turning the world around in this "powerful, hard-hitting, unrelenting, poignant short fiction" (Booklist).

This book presents an approach to transform German Studies by augmenting its core values with a social justice mission rooted in Cultural Studies. ​German Studies is approaching a pivotal moment. On the one hand, the discipline is shrinking as programs face budget cuts. This enrollment decline is immediately tied to the effects following a debilitating scrutiny the discipline has received as a result of its perceived worth in light of local, regional, and national pressures to articulate the value of the humanities in the language of student professionalization. On the other hand, German Studies struggles to articulate how the study of cultural, social, and political developments in the German-speaking world can serve increasingly heterogeneous student learners. This book addresses this tension through questions of access to German Studies as they relate to student outreach and program advocacy alongside pedagogical models.