Shaping Tomorrow: Student Teachers’ Insights into Decolonizing the Primary Curriculum and the significance of ITE and the Humanities
Dr Sioned Vaughan Hughes
Abstract
This study engages with the perspectives of 239 student teachers enrolled in teacher education programmes across diverse educational institutions in south-west Wales. The sample, diverse in age, gender, and geographical location, offers a rich array of viewpoints on decolonizing the curriculum and the roles of history, geography, and Religious Education (RE). The findings reveal a strong commitment to inclusivity, diverse perspectives, and critical engagement among the participants. While acknowledging the transformative potential of Initial Teacher Education (ITE), concerns within a minority highlighted the need for targeted interventions. This study underscores the high value placed on the contributions of history, geography, and RE, with recommendations for ongoing professional development and curricular innovation. Moving forward, a comprehensive approach is advocated, involving transparent communication, community engagement, and continuous research to ensure a transformative and inclusive educational landscape.