Academics have been given a quarter of a million pounds of taxpayer cash to ‘decolonise’ maths, science and geography lessons in schools.
The two year project, run by researchers at Cambridge and Stirling universities, will explore stamping out ‘scientific and environmental racism’ in secondary schools.
Organisers claim these subjects have ‘particular colonial entanglements and legacies’ resulting in ‘biases, inequalities and injustice’.
They say it is ‘vital’ that teachers challenge this so they can promote ‘equity, inclusion and anti-racism’ in lessons.
The project will result in a ‘framework’ which can be used by teachers across the UK to decolonise their schools ‘at scale‘.
However, last night critics said the project amounted to ‘delusional woke dogma’ and branded it a waste of ‘scarce public money’.
Researchers have advertised online asking for interviews with teachers in Stem (science, technology, engineering and maths) and geography.
They want to talk to those who ‘have already been attempting’ to engage in ‘decolonial and anti-racist work’.
Academics have been given a quarter of a million pounds of taxpayer cash to ‘decolonise’ maths, science and geography lessons in schools (pictured: Cambridge University, which is co-running the project)
They will then run workshops to create the framework.
The study abstract says: ‘This project will bring together Stem and geography educators in a collaborative community of decolonial practitioners to support theirs and other practitioners’ engagement with this area during and beyond the life of this project.’
The £247,268 award comes from the Economic and Social Research Council (ESRC), which has a budget of about £123 million.
ESRC is a subsidiary of UK Research Innovation (UKRI) which is funded by the Department for Science, Innovation and Technology and spends £8 billion of taxpayers money a year.
The project comes after many universities already ran projects to decolonise their own science departments, by increasing the number of ethnic minority theorists on the curriculum.
Campaigners say decolonising is necessary to encourage more ethnic minority students to study these subjects.
However, recent data shows Black and Asian students are already significantly more likely to take A Level and degree-level science subjects than their white counterparts.
Last night, Professor Peter Edwards, emeritus professor of chemistry at Oxford University, said: ‘We should strongly question whether scarce public money should be spent on ‘decolonising work’ in Stem subjects.
‘Rather the most recognised, deserving area for investment is addressing the disadvantage gap for white working class boys, the worst-performing ethnic group in education. Disadvantaged white boys continue to have the lowest exam results in the core Stem subjects.
‘That group continue to be failed by the state.’
Chris McGovern, chair of the Campaign for Real Education, added: ‘Filtering subjects through the lens of decolonisation distorts learning and undermines academic integrity. It is a fundamentally dishonest approach to education.
‘The secondary school curriculum should not be used by academics as a vehicle to offload their neuroses and personal angst about race. It is time to stop burdening children with delusional woke dogma.’
A UKRI spokesperson said: ‘UKRI is committed to supporting curiosity-driven research. Decisions about which research projects we support are made on research merit, based on a peer-review process by independent experts.’
A Government spokesman said: ‘This government’s focus is on delivering a new broad, balanced and cutting-edge curriculum that ensures young people are ready for work and ready for life.
‘Our expert-led curriculum and assessment review is complete and we are now in the process of drafting updated subject content that will allow teachers to build cohesion not division and paint a picture of a modern and forward-looking Britain.’
Cambridge and Stirling Universities declined to comment.
