Diversifying the humanities curriculum at KS3

  Written by Brooke Cairns

‘If all I knew about Africa were from popular images, I too would think that Africa was a place of beautiful landscapes, beautiful animals and incomprehensive people, fighting senseless wars, dying of poverty and AIDS, unable to speak for themselves’ Chimamanda Ngozi Adichie.

It was this quote and some uncomfortable questions from learners about the content of the curriculum, that brought about a much-needed critique of what Key Stage 3 humanities were offering the children; what stories it was telling, whose voices were amplified and what misconceptions it was propagating. In a drive to diversify and decolonise the curriculum, all of Key Stage 3 were asked ‘When is helping not helping?’ in Global Studies as they explored the aid industry, particularly the notorious ‘Kony 2012’ campaign. In history, Year 7 has recently been exploring West African Kingdoms; a topic which seeks to challenge stereotypes about the region by offering an insight into the Mali Empire and the Kingdom of Benin. Year 8 recently studied the Atlantic Slave Trade where the voices of enslaved people were amplified through the study of abolitionists. The topic then entailed a critical look at the links between the Slave Trade and more recent European colonialism. The learned concluded this study by evaluating arguments surrounding historical memory and whether memorials to those who benefited from the trade should be removed entirely. In geography, Year 9 are studying climate change through the enquiry question of ‘Will those who contribute the least suffer the most?’; they will explore the complex connections between climate and racial injustice.