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Case studies
Decolonising the human geography curriculum
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.
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Curriculum design toolkit
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).
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Uncoupling binaries, unsettling narratives and enriching pedagogical practice: Lessons from a trial to indigenise geography curricula
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.
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Desai, K. and Sanya, B.N. (2016) Towards decolonial praxis: Reconfiguring the human and the curriculum. Gender and Education, 28, pp. 710–724
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Dwyer, O. J. (1999) Teaching about race and racism in geography: Classroom and curriculum perspectives. Journal of Geography, 98, pp. 176–179
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Esson, J. (2020) “The why and the white”: Racism and curriculum reform in British geography. Area, 52, pp. 708-715
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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
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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
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Rogers, S. L., Dowey, N., Lau, L., Sheikh, H., and Williams, R (2021) Geology Uprooted! Decolonising the Curriculum for Geologists, Geosci. Commun. Discuss. [preprint]
Other resources
New to teaching geography
A practical guide for higher education teaching assistants, teaching fellows and demonstrators.
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Teaching and Scholarship Forum (TeaS)
A forum for meeting, sharing and supporting teaching and scholarship in higher education.
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Relevant organisations
Advance HE
Higher Education Policy Institute (HEPI)