This paper is a call to university leaders across the United Kingdom to stand in solidarity with racialized and racially minoritized students by embracing humanizing and epistemically liberating practices that open up possibilities for authentic dialogue and action. This dialogue should seek to resist the barriers which have resulted in the marginalization, and often systemic discrimination of racially minoritized students within higher education. We seek to illuminate the revolutionary leadership of university students, who have initiated the movement toward racial representation, multiple truths, and a more equitable curriculum that subverts the violence of Western cognitive imperialism. Black feminist thought informs our standpoint in this paper and we reflect upon our experience of the Childhood studies curriculum as both students and staff. We offer recommendations for university leaders to stimulate meaningful, equitable, and socially just change.
Carmichael-Murphy, Parise and Gabi, Josephine Dr
"(Re)imagining a Dialogic Curriculum: Humanizing and Epistemically Liberating Pedagogies,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 5
, Article 4.
Available at: https://soundideas.pugetsound.edu/rpj/vol5/iss2/4