A collection of equality, diversity and inclusion (EDI) resources with relevance to curricula in HE geography.
This page contains a collection of equality, diversity and inclusion (EDI) resources with relevance to curricula in HE geography. These resources were collated as part of the project Enabling equitable cultures of knowledge and practice in physical geography and environmental sciences, funded by the Natural Environment Research Council (NERC).
This page is dynamic; if you know of other relevant resources or wish to submit your own case study, we’d like to hear from you at firstname.lastname@example.org
The Society does not accept responsibility for the content of the external sites. Inclusion on this list does not equate to an endorsement of any content or organisation. Please contact the external site for questions regarding individual resources.
University of Bristol (UK)
The significant energies towards decolonising the curriculum in higher education are making themselves felt in ever more persistent and exciting ways at the University of Bristol. As part of changing the curriculum of higher education and human geography, the School of Geographical Sciences, MSc in Society and Space is pleased to offer two units in the 2017-18 year: Decolonising Environments: Movements Beyond Development and Postcolonial Matters.
University of Hertforshire (UK)
The University of Hertfordshire’s Blended Learning Unit and Learning and Teaching Institute have designed a Curriculum Design Toolkit to help staff take a considered look at their current curricula in terms of their learning, teaching, assessment and the learning environments that they provide. This article provides background information on the toolkit as well as guidance on accessing the resources. The toolkit is split into eight strands, each of which represents a relevant challenge within Higher Education teaching which has received prominence over the last five years. The toolkit is based on the ethos and design of Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education (1987).
University of Adelaide (Australia)
The development of culturally and social inclusive curricula is an important aspect of teaching geography. In countries such as Australia with a history of colonial oppression and dispossession the need to acknowledge Indigenous history and peoples in teaching is vital. This paper reports on the lessons learned from being part of the Indigenous Enrichment of Curricula Project (IECP) for geography curricula at the University of Adelaide, Australia.
Akinbosede, D. (2020) Science curricula must be decolonised too. Times Higher Education
Andrews, K. (2020) Blackness, empire and migration: How Black Studies transforms the curriculum. Area, 52, pp. 701–707
Desai, K. and Sanya, B.N. (2016) Towards decolonial praxis: Reconfiguring the human and the curriculum. Gender and Education, 28, pp. 710–724
Domosh, M. (2015) Why is our curriculum so white? Association of American Geographers Newsletter
Dwyer, O. J. (1999) Teaching about race and racism in geography: Classroom and curriculum perspectives. Journal of Geography, 98, pp. 176–179
Esson, J. (2020) “The why and the white”: Racism and curriculum reform in British geography. Area, 52, pp. 708-715
Long, D., Dalu, M.S., Lambani, R.L. and Gunter, A. (2019) Shifting sands: The decoloniality of geography and its curriculum in South Africa. South African Journal of Science, 115(9), pp. 1-3
Monk, J., Fortuijn, J.D. and Raleigh, C. (2004) The representation of women in academic geography: contexts, climate and curricula. Journal of Geography in Higher Education, 28, pp. 83-90
Rogers, S. L., Dowey, N., Lau, L., Sheikh, H., and Williams, R (2021) Geology Uprooted! Decolonising the Curriculum for Geologists, Geosci. Commun. Discuss. [preprint]
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A forum for meeting, sharing and supporting teaching and scholarship in higher education.
Higher Education Policy Institute (HEPI)
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A Be Inspired talk by George Tobin on the fascinating collection of relief models held at the Society.
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