In 2020, researchers in the Education and Curriculum strand at Cambridge Assessment’s Research Division launched a collaborative project with OCR to assist the exam board in identifying ways to decolonise within its scope of activities.
One of the areas we examined was teacher training and professional development, as our initial research indicated that this is an important but overlooked issue in the research literature on decolonisation.
In this blog, Runnymede Trust examines the reasons why teacher education is a key area for consideration in the development of any decolonised curriculum. It also discusses some of the barriers that currently exist for supporting teachers in delivering decolonised curricula to their pupils – leading some recommendations for how teacher development should engage with decolonisation.
