| dc.description.abstract | This research is about the teaching of a specific history from the global South to a specific global North population. It explores the policy approach to including this aspect of history in the core curriculum and the effect of this approach on the integration of a specific population from the global South as its people made lives in a new environment in the global North. Noting that the information on the education and the official policy behind the inclusion of the colonial history in the Caribbean and other territories is opaque. This research should seeks to provide an additional interpretation in this area. British citizens of Caribbean descent are not represented in the compulsory core curriculum. As a result, different sectors of that society are ignorant of the extent of the British colonial past and its impact in the Caribbean (and other territories). The research uses critical race theory and the racial contract to explore the UK government’s interactions with the Windrush generation and their consequent integration into that society. Findings from the research suggest that racism was pivotal in the lived experiences of the generation, their integration and the telling of their history from the margins. It concludes that ignorance, which sits at the far end of the knowledge spectrum (Moore & Tumin, 1949, p. 794) supports and preserves the underappreciation and othering of some members of society such as the Windrush generation and progeny. | en_US |
