An exploration of racism and anti-racism in the world of professional cycling in the wake of the Black Lives Matter protests. Ex-international cyclist Marlon Lee Moncrieffe examines how the cycling industry is tackling racism within the sport today. By interviewing key players in professional cycling, he considers its present and future in light of the Black Lives Matter protests. Gathering evidence and interviews from across the cycling spectrum – including British Cycling and professional bodies in the US, Europe and the African continent – the book features the voices of elite and professional riders, commentators, grassroots riders and activists. Moncrieffe asks pertinent questions: What transformations, if any, towards race equity and equality in ethnic representation are we witnessing in the world of cycling – and particularly at the highest levels of the sport? What has been the force of the new Black Cyclones (Black cyclists) in disrupting the white narrative norms of power in the sport and for challenging the status quo? Each chapter takes a different recent pivotal event that highlighted racial issues in cycling, examines how it changes our understanding of Black cyclists within the industry and asks what has changed since.
This book calls for a reconceptualisation and decolonisation of the Key Stage 2 national history curriculum. The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education. Through both narrative and biographical methodologies, the author presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation. This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.
This book calls for a reconceptualisation and decolonisation of the Key Stage 2 national history curriculum. The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education. Through both narrative and biographical methodologies, the author presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation. This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.