In a world grappling systemic inequalities, cultural conflicts and global crises, the need for education that cultivates critical consciousness, and global empathy has never been greater. Therefore, this blog proposes the introduction of Anthropology into the A-level curriculum. When Anthropology is approached through a decolonising lens it offers students tools to understand the complexities of human experience and allows them to envisage and work towards equitable futures. It also calls to rethink knowledge, challenge structural inequalities and empower the next generation.
“The position taken here is that anthropology, because of its unfortunate colonialist history, has a serious responsibility to its former subjects. Its core of knowledge and insight, built out of exploitation of nonwhite and non-Western peoples, can no longer remain the sole preserve of the West.”
Diane Lewis (1973, p. 601)
Anthropology, at its core, is the holistic study of humanity and offers critical insights into the complexities of human societies, cultures and behaviours and how these have developed over time. With its interdisciplinary nature – bridging the social science, humanities and biological sciences – anthropology explores the intricacies of cultural practises, belief systems, social structures and biological evolution. Despite its potential to foster critical thinking, cultural sensitivity and global awareness, anthropology remains absent from the UK A-Level system. This omission is significant as it denies students the opportunity to engage deeply with global perspectives, cultural diversity and the social inequalities that shape our world.
The inclusion of anthropology as an A-level subject would not only diversify academia but also cultivate essential skills such as reflexive analysis, ethical reasoning and cultural empathy. As Margaret Mead (1928) demonstrated in her ethnographic study Coming of Age in Samoa, anthropology has the power to challenge ethnocentric assumptions and expand our understanding of human behaviour across different cultures. This can also be seen in Clifford Geertz’s (1973) The Interpretation of Cultures, emphasising the value of ‘thick description’ in revealing the symbolic meanings behind cultural practises, promoting deeper cross-cultural understanding and empathy.
However, introducing anthropology into the A-level curriculum cannot be done without acknowledging the complex and deeply entwined history of the discipline with colonialism. As Diane Lewis (1973) points out in her seminal work Anthropology and Colonialism, anthropology has historically functioned as a tool for expanding empires and controlling colonized populations. Frantz Fanon (1969) further illuminates how colonial structures shaped social realities and identities. Fanon (1969) argues that anthropological knowledge has often been complicit in maintaining systems of oppression. Therefore, as the legacy of anthropology’s colonial past continues to shape the discipline, it is necessary to make a conscious shift towards decolonising the subject.
Therefore, a decolonising lens is essential to rethinking how anthropology should be taught and included in the A-level curriculum. This approach demands a critical interrogation into the power dynamics embedded in knowledge production. As Tuhiwai Smith (1999) critiques the ways in which Western research practises have historically objectified Indigenous communities. Tuhiwai Smith (1999) advocates for research approaches that recognise and empower these communities rather than exploit them. Similarly, Mignolo (2011) introduces the concept of ‘coloniality’ which is the enduring structures of power that outlast formal colonialism. Mignolo (2011) calls for a radical ‘delinking’ from Eurocentric epistemologies and the recognition and value of multiple knowledge systems.
Therefore, incorporating anthropology into the A-Level curriculum through a decolonising framework offers a powerful tool to fostering global citizenship. It invites students to question dominant narratives and engage with marginalized perspectives. This in turn leads to a deeper understanding of social justice and cultural diversity. It also equips students with abilities to critically navigate complex contemporary global issues.
Why Anthropology Should Be A Level Subject?
How Would Anthropology A-Level Utilise A Decolonising Lens?
What Challenges Does Making Anthropology An A Level Face? What Is The Way Forward?