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This special section illustrates how learning and teaching in UK higher education reinforces, but can potentially also help to counteract, racism. This introduction provides some context for this intervention and provides an outline of key themes that emerge from the collection of papers. We use these themes to sketch out three guiding principles for the incorporation of explicitly anti-racist praxis in our learning and teaching within British Geography: (1) Recognise each other's humanity, (2) Say the unsayable, and (3) Experiment with (y)our history. We call for explicitly anti-racist praxis while conscious of the “disciplinary fragility” that moves to address racism might elicit. It is argued that an anti-racist approach to learning and teaching in British Geography has the potential to equip staff and students with the tools to help make our discipline, and wider society, more equitable and just.
Esson, J., & Last, A. (2020). Anti-racist learning and teaching in British geography. Area, 52(4), 668–677. https://doi.org/10.1111/area.12658