Bøger af Marlon Lee Moncrieffe

An exploration of racism and anti-racism in the world of professional cycling in the wake of the 2020 Black Lives Matter protests.Ex-international cyclist Marlon Lee Moncrieffe examines how the cycling industry is tackling racism within the sport today. By interviewing key players in professional cycling, he considers its present and future in light of the Black Lives Matter protests of 2020. Gathering evidence and interviews from across the cycling spectrum - including British Cycling and professional bodies in the US, Europe and the African continent - the book features the voices of elite and professional riders, commentators, grassroots riders and activists. Moncrieffe asks pertinent questions: What transformations, if any, towards race equity and equality in ethnic representation are we witnessing in the world of cycling - and particularly at the highest levels of the sport? What has been the force of the new Black Cyclones (Black cyclists) in disrupting the white narrative norms of power in the sport and for challenging the status quo? Each chapter takes a different recent pivotal event that highlighted racial issues in cycling , examines how it changes our understanding of Black cyclists within the industry and asks what has changed since?

This book offers a unique blend of writing from a broad range of international perspectives, showing interdisciplinary research approaches to decolonising curriculum knowledge. With a focus on the intellectual, emotional, economic, and political reversal of colonial injustices, the decolonial research and writing in this book challenge dominant viewpoints and assumptions of curriculum knowledge by amplifying and disseminating the knowledge and perspectives of peoples that curriculum knowledge has historically silenced and marginalized. The chapters in this book allow the reader to learn from the historical, social, political, cultural, and educational contexts of the UK, Nepal, South Africa, Namibia, Australia, Colombia, Canada, Thailand, Mauritius, Poland, Russia, Norway, and the Netherlands. This internationality provides the reader with a multitude of research themes and critical analytical perspectives for seeing how epistemic power permeates as cultural imperialism in education policies and practices across the world.

The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education.