Edited by Helen Walkington, Jennifer Hill and Sarah Dyer
This chapter demonstrates how learning and teaching about race can both further understanding about racial inequality within geography, and improve disciplinary knowledge about the history and spatiality of racism as it intersects with wider structural inequalities. Through doing so, the chapter contributes to longstanding and more recent debates over how geography curricula are shaped by and perpetuate subjectivities, epistemologies and practices underpinned by racist logic. We illustrate how insights from decolonial approaches, and Critical Race Theory (CRT) perspectives, can support geographers in creating degree programs that address and counteract the perpetuation of ‘white geographies’, that is the racist and colonial assumptions that are normalised and circulated through our institutional arrangements and practices. We conclude by calling on geographers to embrace a ‘curriculum against domination’, which rejects learning, teaching and knowledge production that perpetuates hierarchies of superiority and inferiority.
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