A substantial £247,268 of taxpayer funds has been allocated to a two-year research project led by academics at Cambridge and Stirling universities.

Curriculum 'Decolonisation' Initiative

The initiative aims to alter how maths, science, and geography are taught in secondary schools through a process termed ‘decolonisation’. Researchers intend to identify and eliminate what they describe as ‘scientific and environmental racism’ within these core subjects.

The project argues that these subjects carry significant ‘colonial entanglements and legacies’ that perpetuate ‘biases, inequalities and injustice’. The core objective is to equip teachers with the tools to challenge these perceived influences and promote ‘equity, inclusion and anti-racism’ in their classrooms.

Project Methodology and Deliverables

The project’s ultimate deliverable is a comprehensive ‘framework’ for nationwide implementation, enabling schools across the UK to ‘decolonise’ their curricula ‘at scale’. Researchers are actively seeking input from teachers already engaged in ‘decolonial and anti-racist work’ within STEM (science, technology, engineering, and maths) fields and geography.

This input will be gathered through interviews and used to inform a series of workshops designed to construct the framework. The project aims to establish a ‘collaborative community of decolonial practitioners’ for ongoing engagement.

Funding and Controversy

Funding for the initiative comes from the Economic and Social Research Council (ESRC), which has an annual budget of approximately £123 million and operates under UK Research Innovation (UKRI). UKRI receives £8 billion annually from the Department for Science, Innovation and Technology.

The project has drawn criticism, with opponents dismissing it as ‘delusional woke dogma’ and a misallocation of ‘scarce public money’.

Criticism from Academics and Campaigners

Professor Peter Edwards, an emeritus professor of chemistry at Oxford University, questioned the justification for funding ‘decolonising work’ in STEM, suggesting that addressing the educational disadvantage faced by white working-class boys is 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, calling it a dishonest approach to education. He asserted that the curriculum should not be used to project academics’ 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 determined by peer review. A Government spokesperson reiterated the government’s focus on a broad, balanced, and modern curriculum that prepares young people for work and life, emphasizing the importance of cohesion.

Cambridge and Stirling Universities declined to comment on the matter.