Titlebook: Decolonising Curriculum Knowledge; International Perspe Marlon Lee Moncrieffe Book 2022 The Editor(s) (if applicable) and The Author(s), un

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,Decolonising the “Thai-ness” Discourse in Education,The discourse on Thai-ness, as established by government-supported intellectuals, and propagated through the educational policy, curriculum and textbooks, remains highly influential, and is highly respected by Thai society.

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Decolonising Early Childhood Curricula: A Canadian Perspective,Within the early childhood education landscape, children are oftentimes portrayed as racially innocent and oblivious of racial differences among people. However, numerous studies suggest that young children are aware of cultural and visible differences between themselves and others, at as young as six months of age.

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Decolonising Education Through Bottom-Up Participatory Activities in Poland,The words of learning given by Tutu and Tutu (Made for goodness and why this makes all the difference. HarperOne, San Franscico, CA, 2011) are used to frame the issues of discussion in this chapter which lead to considering new possibilities of inclusive curriculum teaching and learning in Polish schools.

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978-3-031-13625-2The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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https://doi.org/10.1007/3-540-28994-1their potential to centre the agendas and resources of children and young people themselves and to produce knowledge collaboratively. They are often seen to remedy some of the intergenerational power imbalances between young people and adults, as well as the broader power imbalances of social resear

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Management, Personal und Organisationill find almost exclusively inaccurate images of Britain’s nobility. Similarly, if you open-up any school textbook about history, the dominant images of Melanated Global Majority people throughout time are depictions of slaves, servants, or runaways.

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https://doi.org/10.1007/978-3-658-02152-8er the social situation in Russia can be considered postcolonial, that is, somewhat preserving colonial relations. Secondly, what are the peculiarities of colonial relations that are relevant to Russia and the Russian education system? Finally, are there any possible ways to decolonise educational p