The Anti-Racist Art Education Curriculum Checklist is the most extensive of the three checklists. There are seven key questions or sections. These key sections then break down into deeper questions, 17 in total.
These in turn are further interrogated – with 35 more explicit and specific questions and examples.
Cultural capital is the essential knowledge that children need to prepare them for their future success. It is about giving children the best possible…
The term intersectionality (Kimberlé Crenshaw, 1989) is used to define the way that racism interacts with patriarchy, heterosexism, classism, and xenophobia…
The term ‘colonial legacies’ characterises the lasting influences and outcomes of colonialism and European expansion which expose the interplay between…
Key Question: The terms ‘African art’ & ’African artist’ conflate the many diverse and varied countries and communities within the continent. In your schemes…
This section of the curriculum checklist supports art and design educators to interrogate their curriculum, ensuring it meets criteria around ciriticality.
Unconscious Bias Unconscious (or implicit) bias is a term that describes the associations we hold, outside our conscious awareness and control. Unconscious…
Diversity Diversity is all-inclusive and recognises that everyone and every group should be valued. A broad definition includes race, ethnicity, gender,…
What this checklist hopefully acknowledges, is that the journey into diversifying or decolonising a curriculum is not a quick process. It is also a process that can be uncomfortable. By asking just one of the questions, it is our hope that the checklists can support a deep questioning learning and unlearning.
Please note – if printing the Curriculum checklist, it is best to use A3 printouts or four A4 printouts.
