Academics receive £247,268 to explore 'scientific and environmental racism' in schools and develop a framework for nationwide curriculum changes, sparking criticism over the use of public money and concerns about 'woke dogma'.
A substantial £247,268 of taxpayer funds has been allocated to a two-year research project spearheaded by academics at Cambridge and Stirling universities. The initiative aims to fundamentally alter how maths, science, and geography are taught in secondary schools through a process termed 'decolonisation'.
This undertaking seeks to identify and eliminate what researchers describe as 'scientific and environmental racism' embedded within these core subjects, arguing that they carry significant 'colonial entanglements and legacies' that perpetuate 'biases, inequalities and injustice'. The core objective is to empower teachers with the tools and understanding necessary to challenge these perceived historical influences and foster 'equity, inclusion and anti-racism' within their classrooms.
The project’s ultimate deliverable is a comprehensive 'framework' intended for nationwide implementation, enabling schools across the UK to 'decolonise' their curricula 'at scale'. The project’s methodology involves actively soliciting input from teachers already engaged in 'decolonial and anti-racist work' within STEM (science, technology, engineering, and maths) fields and geography. Researchers are conducting interviews to gather insights and experiences, which will then inform a series of workshops designed to construct the aforementioned framework.
The project abstract explicitly states its intention to establish a 'collaborative community of decolonial practitioners' to support ongoing engagement with these concepts both during and after the project’s lifespan. The funding for this initiative originates from the Economic and Social Research Council (ESRC), a body with an annual budget of approximately £123 million and operating under the umbrella of UK Research Innovation (UKRI). UKRI, in turn, receives £8 billion in annual funding from the Department for Science, Innovation and Technology.
This project emerges in the wake of similar 'decolonisation' efforts already undertaken by numerous universities within their own science departments, typically involving the inclusion of a more diverse range of ethnic minority theorists in course materials. However, the project has ignited considerable controversy, drawing sharp criticism from various quarters. Opponents have dismissed it as 'delusional woke dogma' and condemned it as a misallocation of 'scarce public money'.
Professor Peter Edwards, an emeritus professor of chemistry at Oxford University, questioned the justification for diverting public funds to 'decolonising work' in STEM subjects, particularly when addressing the educational disadvantage faced by white working-class boys – the lowest-performing ethnic group in education – represents a more pressing need. Chris McGovern, chair of the Campaign for Real Education, argued that applying a 'decolonisation' lens to these subjects distorts learning and compromises academic integrity, characterizing it as a dishonest approach to education.
He further asserted that the curriculum should not be exploited as a platform for academics to project their personal anxieties about race onto students. UKRI defended its decision, emphasizing its commitment to supporting curiosity-driven research and highlighting that project selection is based on research merit as determined by an independent peer-review process.
A Government spokesperson reiterated the government’s focus on delivering a broad, balanced, and modern curriculum that prepares young people for both work and life, emphasizing the importance of fostering cohesion rather than division. Both Cambridge and Stirling Universities declined to provide any comment on the matter
Decolonisation Curriculum Education STEM Racism Funding Schools UKRI
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