Reimagining the GCSE English resit curriculum—A dialogue between further education practice and decolonial pedagogy

Key Points

• The aim is to explore how decolonial pedagogy can be integrated into the GCSE English resit curriculum.
• Literature review
• Dialogue between educational practices
• Focus on curriculum development
• Analysis of pedagogical theories
• Identified the need for a curriculum that reflects diverse perspectives
• Highlighted potential improvements in student engagement and understanding of literature
• Suggested frameworks for implementing decolonial approaches in further education

Abstract