Critiquing ‘powerful knowledge’ in school geography through a decolonial lens

Winter, C. orcid.org/0000-0001-8622-0642, Kasuji, S., Poh, C. et al. (2 more authors) (2024) Critiquing ‘powerful knowledge’ in school geography through a decolonial lens. Geography, 109 (2). pp. 67-78. ISSN 0016-7487

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Item Type: Article
Authors/Creators:
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© 2024 The Authors. Except as otherwise noted, this author-accepted version of a journal article published in Geography is made available via the University of Sheffield Research Publications and Copyright Policy under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/

Keywords: powerful knowledge; school geography; justice; curriculum; decoloniality
Dates:
  • Published: 24 May 2024
  • Published (online): 24 May 2024
  • Accepted: 29 April 2024
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 12 Jun 2024 07:23
Last Modified: 12 Jun 2024 07:33
Status: Published
Publisher: Informa UK Limited
Refereed: Yes
Identification Number: 10.1080/00167487.2024.2351770
Sustainable Development Goals:
  • Sustainable Development Goals: Goal 4: Quality Education
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