Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies

Geographical education II: Anti-racist, decolonial futures

“…In Chan’s (2023) terms, my decoloniality is not your decoloniality. Calls for nuance and singularity have implications for the concrete ways in which pedagogies and teaching resources represent people and places, and there is exciting scope for, among many other things, developing the use of narrative tools (Alderman et al, 2019), ‘unlearning’ of coloniality (Murrey et al, 2023) and pedagogical disobedience (Murrey, 2019; Murrey and Daley, 2023) so that geographical education might play (even a small) part undoing and re-writing the injustices behind McKittrick’s words that opened this report: what profoundly inspiring possibilities might a more expansive, less fragile, anti-racist and decolonial geographical education flourish into and open opportunities for?…”