Themes, Challenges and Opportunities of Decolonising the Secondary Languages Curriculum.

Speaker: Kerry Bevan - Cardiff Metropolitan University

Abstract: Subject knowledge is central to secondary education, and teacher educators guide student teachers in transferring this knowledge to learners. However, it is vital to critically examine knowledge systems, questioning what counts as knowledge, how it is produced, and who is excluded (Dutta, 2018). The new Curriculum for Wales provides an opportunity to decolonise education, challenging colonial legacies of white privilege.

My research explores student MFL teachers’ perceptions of decolonising the curriculum during their second teaching placement. Findings show a shift from theoretical understanding to valuing learners’ narratives and self-reflection. Barriers to decolonisation also evolved, with students considering broader implications over time. Viewing these challenges through student teachers’ experiences has driven changes in my practice, prioritising reflection and unlearning to relearn (le Grange, 2023) in exploring decolonisation within Initial Teacher Education.

Biography: Kerry Bevan studied European Studies with French and German at Bath University before completing her PGCE in languages at Homerton College Cambridge in 1997. She has an MA in Education, with her thesis on MFL student perceptions of decolonising the MFL curriculum.
During her teaching career she has held positions of Head of Languages, Head of French/German, and Director of Languages at a Specialist Language College in London.
She joined Cardiff Met as an Associate Tutor in 2020 and has been leading the PGCE Secondary students since 2021. Her research interests include decolonising the secondary languages curriculum, mentoring and use of literature to engage and motivate in the teaching and learning of languages.