{"title":"不可知论与可怕的无知:英国的种族与课程政策","authors":"S. Tomlinson","doi":"10.3224/zem.v2i1.02","DOIUrl":null,"url":null,"abstract":"This article discusses, through the theory of agnotology, the persistent ignorance as to how Britain became multiracial, multicultural and multifaith in a post-imperial age, the origins of a racist imperial curriculum and the hostility to changes in the school curriculum which would provide a clearer understanding of the imperial past, and the efforts of teachers, schools, and many others to move towards the creation of a socially and racially just society.","PeriodicalId":365522,"journal":{"name":"Zeitschrift für erziehungswissenschaftliche Migrationsforschung (ZeM)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Agnotology and a Monstrous Ignorance: Race and Curriculum Policy in England\",\"authors\":\"S. Tomlinson\",\"doi\":\"10.3224/zem.v2i1.02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article discusses, through the theory of agnotology, the persistent ignorance as to how Britain became multiracial, multicultural and multifaith in a post-imperial age, the origins of a racist imperial curriculum and the hostility to changes in the school curriculum which would provide a clearer understanding of the imperial past, and the efforts of teachers, schools, and many others to move towards the creation of a socially and racially just society.\",\"PeriodicalId\":365522,\"journal\":{\"name\":\"Zeitschrift für erziehungswissenschaftliche Migrationsforschung (ZeM)\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zeitschrift für erziehungswissenschaftliche Migrationsforschung (ZeM)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3224/zem.v2i1.02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zeitschrift für erziehungswissenschaftliche Migrationsforschung (ZeM)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3224/zem.v2i1.02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Agnotology and a Monstrous Ignorance: Race and Curriculum Policy in England
This article discusses, through the theory of agnotology, the persistent ignorance as to how Britain became multiracial, multicultural and multifaith in a post-imperial age, the origins of a racist imperial curriculum and the hostility to changes in the school curriculum which would provide a clearer understanding of the imperial past, and the efforts of teachers, schools, and many others to move towards the creation of a socially and racially just society.