Race, Education and Decolonial Thought students showcase their research for the Decol Dubs annual conference

With speakers from the current cohort and one former student, the presentations on the day illustrated the range of disciplinary approaches by those working to enhance anti-racist and decolonising education. 

Opening, former MARED graduate and artist-educator Tré Ventour-Griffiths delivered an outstanding keynote on the UK honours system as entangled with anti-racism, colonialism and white supremacy. Through a decolonial lens, Tré put forward a clear and critical interrogation of the presence of imperial and colonial links within a seemingly benevolent system which bestows awards for achievement. Tre also captured the contemporary sensibilities and made a compelling argument for the problematics around participating in this. 

Fred Oxby, who teaches history in Rotherham, examined teaching history in a majority white working class school in South Yorkshire. In his presentation, Critical Pedagogy and Decolonial Curriculum, he talked about how he has started to change the curriculum to better incorporate anti-racist values and decoloniality. 

This was followed by the virtual panel in which Yas Yeahia put forward his research into the racial framing of British Asians in football and cricket, at how they, as a broad group, are represented and excluded in those sports, and the engagement of this group with those sports. He also questioned the validity of the generalised British Asian identity. 

The next virtual presentation was by Jane Hinchcliffe who presented her findings from an in-progress study on the role of the anti-racist ally. She deconstructed the meaning of allyship and shared parts of her interviews with racial justice activists and allies to explore their feelings on what it means to be an anti-racist ally. 

Sabah Choudrey, a secondary school English teacher, looked at racism, identity and inclusion in teaching, and examined movements to create a more equitable sector for Black and Global Majority teachers, as well as what the anti-racist framework means for schools’ communities, and whether anti-racism in schools has developed much in the past two decades.

In her presentation, Roxanne Lashley explored the intersectionality between gender and race and its impact on the exit of Black female leaders from UK schools. In this, she discussed the experience of Black female leaders in education, and how this contributes to their choice to exit the profession.

Jamie Gladstone asked whether traditional practices were service 21st Century children and examined the importance of encouraging critical thinking in primary schools. He also looked at the role of schools in society, and the structures that reinforce inequality. 

The Masters in Race, Education and Decolonial Thought is delivered by the Centre for Race, Education and Decoloniality (CRED) and aims to deepen understanding of the contemporary discourse on race, racism and decoloniality globally and encourages research-based learning as part of the course.