Academics have been awarded a quarter of a million pounds of taxpayer money to 'decolonise' mathematics, science, and geography lessons in secondary schools. The two-year initiative, led by researchers at Cambridge and Stirling universities, aims to address what they describe as 'scientific and environmental racism' within these subjects.
Project Details
The project organisers argue that these academic disciplines carry 'particular colonial entanglements and legacies', which result in 'biases, inequalities and injustice'. They claim it is 'vital' for teachers to challenge this in order to promote 'equity, inclusion and anti-racism' in the classroom. The outcome will be a 'framework' designed for use by teachers across the UK to implement decolonisation 'at scale'.
Researchers have posted advertisements seeking interviews with teachers in STEM (science, technology, engineering, and maths) and geography who have already attempted 'decolonial and anti-racist work'. These educators will then participate in workshops to help develop the framework.
Funding and Criticism
The £247,268 grant comes from the Economic and Social Research Council (ESRC), which operates on an annual budget of approximately £123 million. The ESRC is part of UK Research Innovation (UKRI), funded by the Department for Science, Innovation and Technology, which spends £8 billion of public money each year.
The project has drawn sharp criticism. Professor Peter Edwards, emeritus professor of chemistry at Oxford University, stated: 'We should strongly question whether scarce public money should be spent on 'decolonising work' in Stem subjects. Rather the most recognised, deserving area for investment is addressing the disadvantage gap for white working class boys, the worst-performing ethnic group in education.' Chris McGovern, chair of the Campaign for Real Education, added: 'Filtering subjects through the lens of decolonisation distorts learning and undermines academic integrity. It is a fundamentally dishonest approach to education.'
Context and Response
The initiative follows similar decolonisation efforts at many universities, which have sought to increase the representation of ethnic minority theorists in science curricula. Campaigners argue that decolonisation is necessary to encourage more ethnic minority students to pursue these subjects. However, recent data indicates that Black and Asian students are already significantly more likely to take A-level and degree-level science subjects compared to their white peers.
A UKRI spokesperson said: 'UKRI is committed to supporting curiosity-driven research. Decisions about which research projects we support are made on research merit, based on a peer-review process by independent experts.' A Government spokesman commented: 'This government's focus is on delivering a new broad, balanced and cutting-edge curriculum that ensures young people are ready for work and ready for life. Our expert-led curriculum and assessment review is complete and we are now in the process of drafting updated subject content that will allow teachers to build cohesion not division and paint a picture of a modern and forward-looking Britain.' Cambridge and Stirling Universities declined to comment.
