Connected global intellectual history and the decolonisation of the curriculum

McClure, J. (2021) Connected global intellectual history and the decolonisation of the curriculum. History Compass, 19(1), e12645. (doi: 10.1111/hic3.12645)

[img] Text
226301.pdf - Accepted Version
Restricted to Repository staff only until 28 November 2022.



Connected global intellectual history can contribute to the process of decolonising the curricula by decentring Europe and resituating it as part of an interconnected world. From this perspective, Europe is displaced from being imagined as the source of knowledge and the Western tradition is unbound. This article shows how cultural and intellectual phenomena of the Renaissance, the Enlightenment and the tradition of universal history, which have been seen as emanating from Europe, were produced by global processes. The concepts produced by these intellectual and cultural movement cannot be confined to the European units of context but rather had global lives. This article shows how looking at the connections of global intellectual history in general, and the influence of the Americas in particular, can contribute to the decolonisation of the curriculum.

Item Type:Articles
Glasgow Author(s) Enlighten ID:McClure, Dr Julia
Authors: McClure, J.
College/School:College of Arts > School of Humanities > History
Journal Name:History Compass
ISSN (Online):1478-0542
Published Online:28 November 2020
Copyright Holders:Copyright © 2020 John Wiley and Sons Ltd.
First Published:First published in History Compass 19(1):e12645
Publisher Policy:Reproduced in accordance with the publisher copyright policy

University Staff: Request a correction | Enlighten Editors: Update this record