Reclaiming Linnentown: a critical place-based approach to decolonize social studies curriculum

Abstract

Purpose

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Design/methodology/approach

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

Findings

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

Originality/value

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.

Citation

Fu, S. (2024), "Reclaiming Linnentown: a critical place-based approach to decolonize social studies curriculum", Social Studies Research and Practice, Vol. 19 No. 2, pp. 257-274. https://doi.org/10.1108/SSRP-09-2023-0048