Part 1 #geographyteacher Looking to review your schemes of learning/update your case studies/begin your decolonising/DE&I journey? At the #VoicesProject we have audio recordings of conversations about space/place, identity, migration and empire.
📢 Writing peeps! I'm building a community + resource for Black and/or Muslim women (aspiring) writers with the aim of guiding them through writing (and publishing), and hopefully making their journey smoother than mine.
This incisive study reveals the fundamental, paradoxical weakness of colonialism and the enduring power of anticolonial resistance. @DecoloniseGeog@ARGeogCurric https://t.co/s1tqyQ61fu
Noxolo, P. (2022). Geographies of race and ethnicity 1: Black geographies. Progress in Human Geography. https://t.co/9DGra6dsGe
In this paper, @patnoxolo begins a mapping of the complex spatialities of the emerging Black Geographies literature. @ProgHumGeog
#geographyteacher please fill in the survey below with the case studies you currently use, including primary, secondary & universities. Your responses will help us create resources that include important historical and political context @DecoloniseGeog
#geographyteacher we are looking into providing contextualised resources linked to the most common case studies from KS1-5 and what universities would appreciate geographers to have been aware of before their arrival. Thank you for your time https://t.co/mUj0NTcwsw
.@IramSammar outlines what it is to be an anti-racist teacher at her #GAConf22 TeachMeet talk. Watch on the link below at 1.48.29 and be ready to both laugh & cry.
https://t.co/0tVr5ELlEe
.@IramSammar outlines what it is to be an anti-racist teacher at her #GAConf22 TeachMeet talk. Watch on the link below at 1.48.29 and be ready to both laugh & cry.
https://t.co/0tVr5ELlEe
Ahead of @The_GA#GAConf22, our collective has worked hard to explore anti-racist and decolonial geographies, with great support. A 🧵 reminder of the articles we published pre-conference looking at the conference theme of everyday geographies…
1/ THREAD: Hurricane Katrina
Hurricane Katrina became a disaster due to preventable failures in preparation and response strategies, compounded by systemic racism. In 2005, 67.3% of New Orleans’ population were African American.
#geographyteacher
[Resource included at end]
Ahead of next week’s @ucu strikes, Decolonising Geography educators publish a statement of education-worker #solidarity. @DrJoGrady@UCUGeography https://t.co/YNYwohtCPl
As part of our school's work towards becoming an anti-racist institution we have created a resource bank relating to racism and education in the UK.
We'd like to share it in case it may be of use to others working towards this too. @SandringhamE7
https://t.co/7trxXej5Li
Okay, here’s a long(ish) thread now I’ve had a chance to calm down.
The Roma people are of Northern Indian origin. In Europe, Romas are visibly brown, which is what led to a history of persecution, that started off with 500 years of slavery and led to the Holocaust. (1/)
I hope these resources about China get people thinking about impacts of colonialism and racism on China and also about issues related to neocolonialism. @DecoloniseGeog@ARGeogCurric
87%
the proportion of all winners & highly commended of the @RGS_IBGschools@RGS_IBG@FT@ft4s Essay Competition from independent schools
Only 7% of all children attend independent schools
Is this fair? Should we do more to ensure 93% of the winners are from state schools?
***NEW ARTICLE*** Members of our racial capitalism sub-group have published their first article about the work they’ve been doing in @The_GA Teaching Geography journal. A 🧵 that summarises their main arguments - read the article here: https://t.co/IQV75cVEsl
📺REPLAY: 🌐 @GlobalBlackGeog Zine.
Watch the inspiring launch of The GBG Zine Website - the first event in the @CARICUK Fortnight Finale Series running 18-28 January 2022.
https://t.co/2qYmyyiDdz