Anti-Racist Geography Curriculum - some information and a request for help

Please help the Anti-Racist Geography Curriculum group to work out some priorities by completing their survey form. I've previously mentioned some of the groups who are starting to work in this area to support colleagues explore their own practice, and curriculum content and approaches. There are many aspects of geography which have some serious issues in the way that events are represented. Further blog posts are in draft, including some first results from our own audit of the curriculum at the school where I teach, and some very fine work by members of some of our GA Committees which was presented at a meeting of Education Group recently.

Some detail on the work below. Check out their existing subject updates as well.

Anti-racist Geography Curriculum (ARGC) brings together teachers to provide support to the wider geography community in developing anti-racist and decolonised geography lessons.

Traditional school geography resources are largely ‘colourblind’ in their approach and avoid mentioning race at all outside of narrow topics such as Census data or migration. Even then it is often minimised and extended discussion is discouraged.

Creating an anti-racist geography curriculum involves improving teacher subject knowledge to identify gaps in the narratives presented by the textbooks and addressing the role of race throughout.

Anti-racist Geography Curriculum has started this work by providing weekly subject knowledge updates on Twitter, and we are looking to provide resources beyond this in the future.

In order to do so, we would love to hear what would be most of use to you. This survey is open to everyone who considers themselves a member of the geography community: students, teachers, professional geographers, members of subject associations etc.


We are using the following working definitions of these terms (adapted from Puttick and Murrey (2020)) and acknowledge that a truly anti-racist geography curriculum encompasses elements from all three key ideas.

Anti-racist geography: Including race as a factor in explaining geographical phenomena.

Decolonising geography: Explaining the role of the British empire in geographical phenomena and examining how views formed during the colonial era have shaped school geography today.

Black geographies: Drawing on the work of Black geographers and the global experiences of those racialised as Black.

Note: These definitions have been heavily streamlined for the purposes of practical application in the geography classroom. Please follow the reference to read more about these terms.


Puttick and Murrey (2020)