English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The Black Lives Matter movement has increased attention paid to whiteness and education. This paper contributes to this attention by investigating epistemologies of Geography and their enactment in two ‘multicultural’ schools. Through textual analysis, lesson observations and interviews with GCSE Geography students and teachers, I inquire into the discourses of whiteness in the Geography GCSE topic of ‘Global Development’. Analysis showed three main technologies at work: ‘Dividing the World’, ‘”Race”, Whiteness and Colour-blindness’ and ‘Performativity’. The geography curriculum promoted an ‘us’ and ‘them’/’white’ and ‘Black’ narrative, with which students and teachers complied to achieve target grades. Students’ in-school and out-of-school narratives conflicted. Teachers avoided or deflected the latter by prioritising their ‘professional responsibilities’ to teach white knowledge. The findings deepen understanding of the constituent elements of whiteness in education more generally and in Geography specifically. I conclude by offering hope for the future.

The geography GCSE curriculum in England: a white curriculum of deceit