Dismantling Whiteness in Curriculum

2019 – 2020

This research project seeks to critically examine the ways in which whiteness is embedded within existing educational curricula and pedagogical practices. By analysing syllabi, and teaching materials, the project aims to identify and challenge the dominant narratives and perspectives that perpetuate white supremacy and marginalise diverse experiences in Art and Design HE.

Key Objectives:

• Identify and analyse: Identify the implicit and explicit ways in which whiteness is privileged and normalised within educational materials.
• Deconstruct: Examine how dominant narratives reinforce stereotypes, reinforce white cultural norms, and erase or marginalise non-white perspectives.
• Develop alternative frameworks: Propose alternative curricular approaches that centre marginalised voices, promote critical thinking about race and power, and foster a more equitable and inclusive learning environment.

Research Questions:

• How does whiteness manifest in the selection of content, authors, and perspectives in educational materials?
• What are the consequences of a curriculum that primarily reflects white experiences and values?
• How can educators and curriculum developers challenge the dominance of whiteness and create more inclusive and equitable learning environments?

Methodology:

• Textual analysis: Critical analysis of textbooks, syllabi, and other educational materials.
• Interviews: Interviews with educators, students, and community members to gather diverse perspectives on the impact of whiteness in the curriculum.
• Case studies: In-depth case studies of schools or programs that have successfully implemented more inclusive and equitable curricula.