Disrupting colonial discourses in the geography curriculum during the introduction of British Values policy in schools

References

• Abdi, A. (Ed.). (2012). Decolonizing philosophies of education. Rotterdam: Sense.
   Google Scholar
• Andreotti, V. (2006). Soft vs critical global citizenship education. Development Education: Policy and Practice, 3, 83–98.
   Google Scholar
• Andreotti, V. (2011). The political economy of global citizenship education. Globalisation, Societies and Education, 9, 307–310.10.1080/14767724.2011.602292
   Google Scholar
• Andreotti, V. (2014). Critical literacy: Theories and practices in development education. Policy and Practice: A Development Education Review., 19, 12–32.
   Google Scholar
• Andreotti, V., & de Sousa, L. M. T. M. (2012). Introduction: (Towards) Global citizenship education ‘otherwise’. In V. Andreotti & L. M. T. M. de Sousa (Eds.), Post-colonial perspectives on global citizenship education (pp. 1–8). Abingdon: Routledge.
   Google Scholar
• Apple, M. W. (1996). Cultural politics and education. Bucks: Open University Press.
   Google Scholar
• Australian Government. (2015) Preventing violent extremism and radicalisation in Australia: Living safe together Attorney General’s Department, Commonwealth of Australia. Retrieved 08-12-2017, from https://www.livingsafetogether.gov.au/informationadvice/Documents/preventing-violent-extremism-and-radicalisation-in-australia.pdf
   Google Scholar
• Ball, S. J. (1993). Education, majorism and ‘the curriculum of the dead’. Curriculum Studies, 1, 195–214.10.1080/0965975930010202
   Google Scholar
• Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18, 215–228.
   Web of Science ®Google Scholar
• Ball, S. J., Maguire M., Braun, A., & Perryman, J. H., (2011). Assessment technologies in schools: ‘Deliverology’ and the ‘play of dominations’ Journal of Education Policy, 27, 513–533.
   Google Scholar
• Banks, J. (Ed.). (2004). Diversity and citizenship education: Global perspectives. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Banks, J. (2008). Diversity, Group Identity and Citizenship Education in a Global Age. Educational Researcher, 37, 129–139.
   Web of Science ®Google Scholar
• Bayliss, V./RSA, (1999). Education for the 21st century: Opening minds. London: RSA.
   Google Scholar
• Bhabha, H. (1994). The location of culture. London: Routledge.
   Google Scholar
• Bhabha, H. (2008). Foreword to the 1986 edition. In F. Fanon (Ed.), Black skin, white masks (2nd edition, pp. xxi–xxxvii). London: Pluto Books.
   Google Scholar
• Biccum, A. (2005). Development in the ‘new’ imperialism: A re-invention of colonial discourses in DFID promotional literature. Third World Quarterly, 26, 1005–1020.10.1080/01436590500139656
   Web of Science ®Google Scholar
• Bryan, A. (2012). You’ve got to teach people that racism is wrong and then they won’t be racist’: Curricular representations and young people’s understandings of ‘race’ and racism. Journal of Curriculum Studies, 44, 599–629.10.1080/00220272.2012.699557
   Web of Science ®Google Scholar
• Butt, R., & Tuck, H. (2014). European counter-radicalisation and de-radicalisation: A comparative evaluation of approaches in the Netherlands, Sweden Denmark and Germany. Institute for strategic dialogue Cross-Country Evaluation Report.
   Google Scholar
• Caputo, A. (1997). Deconstruction in a nutshell: A conversation with Jacques Derrida. New York, NY: Fordham University Press.
   Google Scholar
• Clarke, P. (2014). Report into allegations concerning Birmingham schools arising from the Trojan Horse affair. House of Commons 22 July 2014 HC 576. London: Crown Copyright.
   Google Scholar
• Danish Ministry of Refugee, Immigration and Integration Affairs. (2010). The challenge of extremism: Examples of de-radicalisation and disengagement programmes in the EU Albertslund. Denmark: Division for Cohesion and Prevention of Radicalisation.
   Google Scholar
• Davies, I., Evans, M., & Reid, A. (2005). Globalising citizenship education? A critique of ‘global education’ and ‘citizenship education’. British Journal of Educational Studies, 53, 66–89.10.1111/j.1467-8527.2005.00284.x
   Web of Science ®Google Scholar
• Derrida, J. (1976). Of grammatology. (G. C. Spivak, Trans.). Baltimore, MD: Johns Hopkin University Press.
   Google Scholar
• Derrida, J. (1992). Force of law: The “mystical foundation of authority”. In D. Cornell, M. Rosenfeld, & D. G. Carlson (Eds.), Deconstruction and the possibility of justice. 3–67. London: Routledge.
   Google Scholar
• DES. (1991) Geography in the national curriculum (England) London: DES, HMSO.
   Google Scholar
• de Sousa Santos, B. (2014). Epistemologies of the South: Justice against epistemicide. London: Routledge.
   Google Scholar
• DfE. (2013). Improving the spiritual, moral, social and cultural (SMSC) development of pupils. Departmental advice for independent schools, academies and free schools. Ref DFE-00271-2013. Crown Copyright.
   Google Scholar
• DfE. (2014a). Improving the spiritual, moral, social and cultural (SMSC) development of pupils: Supplementary information. Departmental advice for independent schools, academies and free schools. Ref DFE-00670-2014. Crown Copyright.
   Google Scholar
• DfE. (2014b). Promoting fundamental British values as part of SMSC in schools. Departmental advice for maintained schools. DFE-00679-2014.
   Google Scholar
• DfE. (2015). The prevent duty Departmental advice for schools and childcare providers DFE-00174-2015. Retrieved March 13, 2017, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-duty-departmental-advice-v6.pdf
   Google Scholar
• DfE. (2016a) Schools, pupils and their characteristics SFR 20/2016, 28 June 2016: January 2016 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/552342/SFR20_2016_Main_Text.pdf
   Google Scholar
• DfE. (2016b) Registration of independent schools Departmental advice for proprietors and prospective proprietors of independent schools in England https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/492259/Registration_of_independent_schools.pdf
   Google Scholar
• DfEE/QCA. (1999). Geography: The national curriculum for England key stages 1–3. London: HMSO.
   Google Scholar
• Dunne, C., Holmes, D., Warn, S., Cowling, D., & Hurst, C. (2013). GCSE geography Edexcel B. Oxford: Oxford University Press.
   Google Scholar
• Egea-Kuehne, D. (2008). Levinas’s quest for justice: Of faith and the possibility of education. In D. Egea-Kuehne (Ed.), Levinas and education: At the intersection of faith and reason (pp. 26–40). London: Routledge.
   Google Scholar
• Elton-Chalcraft, S., Lander, V., Revell, L., Warner, D., & Whitworth, L. (2017). To promote, or not to promote British values? Teachers’ standards, diversity and teacher education British Educational Research Journal, 43(1), 29–48.
   Web of Science ®Google Scholar
• Escobar, A. (1988). Power and visibility: Development and the invention and management of the Third World. Cultural Anthropology, 3, 428–443.10.1525/can.1988.3.4.02a00060
   Google Scholar
• Escobar, A. (1995). Encountering development: The making and unmaking of the Third World. Princeton, NJ: Princetown University Press.
   Google Scholar
• Espeland, W. (2015). Narrating numbers. In R. Rottenburg, S. E. Merry, S. J. Park, J. Mugler (Eds.), The world of indicators: The making of governmental knowledge through quantification (pp. 56–75). Cambridge: Cambridge University Press.10.1017/CBO9781316091265
   Google Scholar
• Esteva, G. (2010). Development. In W. Sachs (Ed.), The development dictionary (2nd ed., pp. 1–23). London: Zed Books.
   Google Scholar
• Fanon, F. (1967). The wretched of the earth. London: Penguin.
   Google Scholar
• Fanon, F. (2008). Black skin, white masks (2nd ed.). London: Pluto Books.
   Google Scholar
• Gillborn, D. (2005). Education policy as an act of white supremacy: Whiteness, critical race theory and education reform. Journal of Education Policy, 20(4), 485–505.10.1080/02680930500132346
   Web of Science ®Google Scholar
• Gillborn, D. (2006). Critical race theory and education: Racism and antiracism in educational theory and praxis. Discourse: Studies in the Cultural Politics of Education, 27(1), 11–32.
   Google Scholar
• Gronemeyer, M. (2010). Helping. In W. Sachs (Ed.), The development dictionary (2nd ed.). (pp. 55–73). London: Zed Books.
   Google Scholar
• Gudynas, E. (2011). Buen Vivir: Today’s tomorrow development, 54, 441–447.
   Google Scholar
• Harris, R. (2013). The place of diversity within history and the challenge of policy and curriculum. Oxford Review of Education, 39, 400–419.10.1080/03054985.2013.810551
   Web of Science ®Google Scholar
• Hicks, D. (1981). Images of the world: What do geography text books actually teach about development? Cambridge Journal of Education, 11(1), 15–35.10.1080/0305764810110102
   Google Scholar
• HM Government Education Act. (1996a). Political indoctrination section 406 The National Archives HMSO. Retrieved May 30, 2017, from http://www.legislation.gov.uk/ukpga/1996/56/section/406
   Google Scholar
• HM Government Education Act. (1996b). Politics section 407 The National Archives HMSO. Retrieved May 30, 2017, from http://www.legislation.gov.uk/ukpga/1996/56/part/V/chapter/IV/crossheading/politics
   Google Scholar
• IOM. (2014). Global migration trends: An overview. Migration Research Division. Prepared by Marzia Rango, Research Officer. Geneva: Migration Research Division.
   Google Scholar
• Jefferess, D. (2012). Unsettling cosmopolitanism: Global citizenship and the cultural politics of benevolence. In V. Andreotti & L. M. T. M. de Sousa (Eds.), Post-colonial perspectives on global citizenship education (pp. 28–46). Abingdon: Routledge.
   Google Scholar
• Jerome, L., & Clemitshaw, G. (2012). Teaching (about) Britishness? An investigation into trainee teachers ‘understanding of Britishness in relation to citizenship and the discourse of civic nationalism. The Curriculum Journal, 23(1), 19–41.10.1080/09585176.2012.650468
   Google Scholar
• Kapoor, I. (2006). Hyper-self reflexive development? Spivak on representing the Third World ‘other’. Third World Quarterly, 25, 627–647.
   Web of Science ®Google Scholar
• Kibble, D. G. (2012). A plea for improved education about ‘the Other’ in Israel and Palestine. The Curriculum Journal, 23(4), 553–566.10.1080/09585176.2012.731013
   Google Scholar
• Kim, G. C. (2015). Global citizenship in the South Korean school geography curriculum: A post-structural perspective ( Unpublished PhD thesis). Sheffield: University of Sheffield School of Education.
   Google Scholar
• Kim, Y. C., Moon, S., & Joo, J. (2013). Elusive images of the other: A post colonial analysis of South Korean world history textbooks. Educational Studies, 49(3), 213–246.10.1080/00131946.2013.783838
   Google Scholar
• Lambert, D., & Morgan, J. (2011). Geography and development: Development education in schools and the part played by geography teachers development education research centre research paper no 3. Institute of Education, University of London.
   Google Scholar
• Langmann, E. (2011). Representational and territorial economies in global citizenship education: Welcoming the other at the limit of cosmopolitan hospitality. Globalisation, Societies and Education., 9, 399–409.10.1080/14767724.2011.605324
   Google Scholar
• Levinas. (1996) Meaning and sense. In A. T. Peperzak, S. Critchley & R. Bernasconi (Eds.), Basic philosophical writings (pp. 33–64). Bloomington, IN: Indiana University Press.
   Google Scholar
• Lingard, B., Martino, W., & Rezai-Rashi, G. (2013). Testing regimes, accountability and education policy: Commensurate global and national developments. Journal of Education Policy, 28, 539–556.10.1080/02680939.2013.820042
   Web of Science ®Google Scholar
• Liu, Y. (2005). Discourse, cultural knowledge and ideology: A critical analysis of Chinese language textbooks. Pedagogy, Culture and Society, 13, 233–263.
   Google Scholar
• Madrell, A. M. C. (1996). Empire, emigration and school geography: Changing discourses of imperial citizenship, 1880–1925. Journal of Historical Geography, 22, 373–387.10.1006/jhge.1996.0025
   Web of Science ®Google Scholar
• Matless, D. (1996). Visual culture and geographical citizenship: England in the 1940s. Journal of Historical Geography, 22, 424–439.10.1006/jhge.1996.0029
   Web of Science ®Google Scholar
• Merry, S. E. (2011). Measuring the world: Indicators, human rights and global governance. Current Anthropology, 52, 583–595.
   Web of Science ®Google Scholar
• Morgan, J., & Lambert, D. (2003). Theory into practice: Place, ‘race’ and teaching geography. Sheffield: Geographical Association.
   Google Scholar
• Myers, G. A. (2001). Introductory human geography textbook representations of Africa. The Professional Geographer, 53, 522–532.10.1111/0033-0124.00302
   Web of Science ®Google Scholar
• National Police Chief’s Council (NPCC). 2016. Hate crime is unacceptable in any circumstances say police 27 June. Retrieved 02-11-2016, from http://news.npcc.police.uk/releases/hate-crime-is-unacceptable-in-any-circumstances-say-police
   Google Scholar
• Norwegian Ministry of Justice and Public Security. (2014). Action plan against radicalisation and violent extremism Oslo: Norwegian Government Security and Service Organisation.
   Google Scholar
• OECD. (2015). World migration in figures UN Department of Economic and Social Affairs Population Division. OECD-UNDESA.
   Google Scholar
• Ofsted. (2016). School inspection handbook Ref 150066. Retrieved May 30, 2017, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/553942/School_inspection_handbook-section_5.pdf
   Google Scholar
• Osler, A. (2008). Citizenship education and the Ajegbo report: Re‐imagining a cosmopolitan nation. London Review of Education, 6, 11–25.10.1080/14748460801889803
   Google Scholar
• Osler, A., & Starkey, H. (2003). Learning for cosmopolitan citizenship: Theoretical debates and young people's experiences. Educational Review, 55, 243–254.10.1080/0013191032000118901
   Web of Science ®Google Scholar
• Osler, A., & Starkey, H. (2005). Changing citizenship: Democracy and inclusion in education. Maidenhead Berks: Open University Press.
   Google Scholar
• Pangwani, F. (2016). Towards an overlapping consensus: Muslim teachers’ views on fundamental British values. Journal of Education for Teaching, 42(3), 329–340.10.1080/02607476.2016.1184463
   Web of Science ®Google Scholar
• Pashby, K. (2012). Questions for global citizenship education in the context of the ‘New Imperialism’. In V. Andreotti & L. M. T. M. de Sousa (Eds.), Post-colonial perspectives on global citizenship education (pp. 9–26). Abingdon: Routledge.
   Google Scholar
• Peake, L., & Kobayashi, A. (2002). Policies and practices for an antiracist geography at the millennium. The Professional Geographer, 54, 50–61.10.1111/0033-0124.00314
   Web of Science ®Google Scholar
• Perryman, J. (2006). Panoptic performativity and school inspection regimes: Disciplinary mechanisms and life under special measures. Journal of Education Policy, 21, 147–161.10.1080/02680930500500138
   Web of Science ®Google Scholar
• Porter, T. (1995). Trust in numbers: The pursuit of objectivity in science and public life Princeton, NJ: Princetown University Press.
   Google Scholar
• Porter, T. (2015). The flight of the indicator. In R. Ruttenburg, S. E. Merry, S. J. Park, & J. Mugler (Eds.), The world of indicators: The making of governmental knowledge through quantification (pp. 34–55). Cambridge: Cambridge University Press.10.1017/CBO9781316091265
   Google Scholar
• Power, M. (2003). Rethinking Development Geographies. London: Routledge.
   Google Scholar
• Puttick, S. (2015). Chief examiners as prophet and priest: Relations between examination boards and school subject, and possible implications for knowledge. The Curriculum Journal, 26(3), 468–487.10.1080/09585176.2014.1000936
   Web of Science ®Google Scholar
• QCA/DCSF. (2007). The national curriculum. statutory requirements for key stages 3 & 4. London: DCSF/QCA.
   Google Scholar
• Richardson, R. (2015). British values and British identity: Muddles, mixtures, and ways ahead. London Review of Education, 13(2), 37–48.10.18546/LRE.13.2.04
   Web of Science ®Google Scholar
• Rose, N. (1999). Powers of freedom: Reframing political thought Cambridge: Cambridge University Press.10.1017/CBO9780511488856
   Google Scholar
• Rottenburg, R., Merry, S. E., Park, S. J., & Mugler, J. (2015). A world of indicators: The making of governmental knowledge through quantification. In R. Rottenburg, S. E. Merry, S. J. Park, & J. Mugler (Eds.), The world of indicators: The making of governmental knowledge through quantification (pp. 1–33). Cambridge: Cambridge University Press.10.1017/CBO9781316091265
   Google Scholar
• Sahlberg, P. (2015) Finnish Lessons 2.0 (2nd ed.). New York, NY: Teachers College Press.
   Google Scholar
• Said, E. (1978). Orientalism. London: Penguin.
   Google Scholar
• Spivak, G. (1988). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and interpretation of culture (pp. 271–313). Chicago, IL: University of Illinois Press.10.1007/978-1-349-19059-1
   Google Scholar
• Spivak, G. (2004). Righting wrongs. South Atlantic Quarterly, 103, 523–581.10.1215/00382876-103-2-3-523
   Web of Science ®Google Scholar
• Standish, P. (2008). Levinas and the language of the curriculum. In D. Egea-Kuenhe (Ed.), Levinas and education: At the intersection of faith and reason (pp. 56–66). London: Routledge.
   Google Scholar
• Standish, A. (2009). Global perspectives in the geography curriculum: Reviewing the moral case for geography. London: Routledge.
   Google Scholar
• Standish, A. (2012). The false promise of global learning: Why education needs boundaries London: Continuum.
   Google Scholar
• Strhan, A. (2012). Levinas, subjectivity, education: Towards an ethics of radical responsibility. Chichester: Wiley Blackwell.10.1002/9781118312360
   Google Scholar
• Struthers, A. E. C. (2017). Teaching British values in our schools: But why not human rights values? Social and Legal Studies, 26(1), 89–110.10.1177/0964663916656752
   Web of Science ®Google Scholar
• Tickly, L. (2004). Education and the new imperialism comparative education, 40, 173–198.
   Web of Science ®Google Scholar
• Todd, S. (2001). Bringing more than I contain’: Ethics, curriculum and the pedagogical demand for altered egos. Journal of Curriculum Studies, 33, 431–450.10.1080/002202701300200911
   Web of Science ®Google Scholar
• Todd, S. (2009). Toward an imperfect education: Facing humanity, re-thinking cosmopolitanism. Boulder, CO: Paradigm.
   Google Scholar
• Todd, S. (2010). Living in a world of dissonance: Toward an agonistic cosmopolitics for education. Studies in Philosophy and Education, 29, 213–228.10.1007/s11217-009-9171-1
   Web of Science ®Google Scholar
• Tomlinson, S. (2015) Fundamental British values. In C. Alexander, D. Weekes-Bernard, & J. Arday (Eds.), The Runnymede school report: Race, education and inequality in contemporary Britain (pp. 10–13). London: Runnymede Trust.
   Google Scholar
• Traille, K. (2007). ‘You should be proud of your history. They made me feel ashamed’: Teaching history hurts. Teaching History, 127, 31–37.
   Google Scholar
• UNESCO. (2010). UNESCO guidebook on textbook research and textbook revision (2nd ed.). Paris: UNESCO Education Sector; Braunschweig: Georg Eckert Institute for international textbook research.
   Google Scholar
• Vía Campesina. (2009). Climate: Time to change our way to consume and produce food. http://www.viacampesina.org/en/index.php?option=com_content&view=article&id=793:climate-time-to-change-our-way-to-consume-and-producefood&catid=48:-climate-change-and-agrofuels&Itemid=75 last Retrieved January 31, 2017 Vía) in Featherstone 2013 ACME: An International E-Journal for Critical Geographies, 2013, 12, 44–64.
   Google Scholar
• Willinsky, J. (1998). Learning to divide the world: Education at empire’s end. Minneapolis, MN: University of Minneapolis Press.
   Google Scholar
• Winter C. (1996). Challenging the dominant paradigm in the Geography National Curriculum: reconstructing place knowledge. Curriculum Studies 4 (3), 367–384.
   Google Scholar
• Winter, C. (1997). Ethnocentric bias in geography textbooks: A framework for reconstruction. In D. Tilbury & M. Williams (Eds.), Teaching and learning in geography (pp. 180–188). London: Routledge.
   Google Scholar
• Winter, C. (2006). Doing Justice to Geography in the Secondary School: Deconstruction, Invention and the National Curriculum. British Journal of Educational Studies, 54(2), 212–229.
   Web of Science ®Google Scholar
• Winter, C. (2011). Curriculum knowledge and justice: content, competence and concept. Curriculum Journal, 22(3), 339–365.
   Google Scholar
• Winter, C. (2013). Enframing Geography: subject, curriculum, knowledge, responsibility. Ethics and Education, 7(3), 277–290.
   Google Scholar
• Winter, C. & Mills, C. The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools (under review).
   Google Scholar
• World Bank. (2016) New country classifications by income level. https://blogs.worldbank.org/opendata/new-country-classifications-2016
   Google Scholar
• Yapa, L. (1999). Rediscovering geography: On speaking truth to power. Annals of the Association of American Geographers, 89(1), 151–155.10.1111/0004-5608.00138
   Web of Science ®Google Scholar
• Yapa, L. (2002). How the discipline of geography exacerbates poverty in the Third. World Futures, 34, 33–46.10.1016/S0016-3287(01)00033-7
   Google Scholar