Teaching an English geography curriculum abroad: who is the Other?

In former British colonies, such as Sri Lanka, affluent families from that country may choose to send their children to international schools because they want their children to have a British education and qualifications and be taught by British teachers. This research investigates how some of the actors involved negotiate a geography curriculum constructed for sixteen year olds in England with pupils from Sri Lanka. This small scale, multi-method, qualitative study focuses on one geography department at one international school in Sri Lanka. Data collected includes in-depth interviews with a Sri Lankan teacher, British teachers at the school and an alumnus who is studying geography at a university in Britain. A postcolonial theoretical position is taken throughout and frames the analysis. Comparative methodology was used to analyse the interactions within the pedagogical space of the British geography curriculum, the British and Sri Lankan teachers and the alumnus with Bhabha’s theoretical concept of third space. The position of the researcher, as white, middle class and British is foregrounded and acknowledged. The relational approach taken has revealed complexity, positioning and identity construction that adds to our understanding of power relations and teaching as a cultural practice. The findings contribute to current discussion of decolonising the curriculum.

Author dc:creator

• Chapman, Kay

Contributors dc:contributor

• Ulrike Hohmann, Peter Kelly

Language dc:language

eng

Repository record dc:identifier

https://pearl.plymouth.ac.uk/sc-theses/73

OAI identifier oai:identifier

oai:pearl.plymouth.ac.uk:sc-theses-1072