Abstract
This article discusses, through the theory of agnotology, the persistent ignorance as to how Britain became multiracial, multicultural and multifaith in a post-imperial age, the origins of a racist imperial curriculum and the hostility to changes in the school curriculum which would provide a clearer understanding of the imperial past, and the efforts of teachers, schools, and many others to move towards the creation of a socially and racially just society.
Publisher
Verlag Barbara Budrich GmbH
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