Changes in the nature of knowledge production, plus rapid social and
cultural change, have meant that the 'curriculum question' - what is to
be taught, and by extension, 'whose knowledge' - has been hotly
contested. The question of what to teach has become more and more
controversial. This book asks: what is an appropriate curriculum
response to the acute, renewed interest in issues of race and racism?
How does a school subject like geography respond?
The struggle over the school curriculum has frequently been portrayed as
being between educational 'traditionalists' and 'progressives'. This
book suggests a way out of this impasse. Drawing upon and extending
insights from 'social realism', it explores what a Future 3 geography
curriculum might look like - one that recognizes the importance of the
academic discipline as a source of curriculum-making but at the same
time avoids geographical knowledge becoming set in stone. The book
focuses very sharply on issues of race and racism, enabling teachers to
engage in curriculum making in geography that is racially literate.