An excellent overview of curriculum planning issues, including the significance of breadth and balance, is provided in:
Male, B. and Waters, M. (2012) The Secondary Curriculum Design Handbook. London: Bloomsbury Academic.
On decolonising the school curriculum, Ladson-Billings is a leading figure in promoting the voices of minoritised teachers and students as being key to bringing about change in what gets taught in schools and who influences that:
Ladson-Billings, G. (2021) Culturally Relevant Pedagogy. Asking a Different Question. New York: Teachers College, Columbia University.
See also key readings in Chapter 11 related to decolonising the curriculum, especially
Gay, G. (2010). Culturally responsive teaching: Theory, Research, and Practice (2nd ed.). New York: Teachers College Press.
These sources provide further insights into the possibilities of revising school curricula within contemporary and diverse contexts:
Foster, R. (2011) ‘Using academic history in the classroom’. In Davies, I. (ed.) Debates in History Teaching, London: Routledge, 199–211.
Philpott, C. (2022) What does it mean to decolonise the school music curriculum? London Review of Education, 20 (1), n.p.
Priestley, M., Alvunger, D., Philippou, S. and Soini, T. (Eds.) (2021) Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts. Bingley: Emerald Publishing Limited.
