Introducing anthropology as an A-Level subject again faces many challenges, particularly when viewed through a decolonising lens. These issues are; institutional resistance, lack of teacher training, limited resources and assessment challenges.
Firstly, institutional resistance remains a significant barrier as in the UK as traditional humanities and STEM subjects are prioritised. Anthropology was offered as an A-level, but it was discontinued in 2015 due to lack of enrolment and perceived lack of necessity. Therefore, policymakers could be reluctant to reinstate it due to its emphasis on critiquing colonialism.
Another major challenge faced is the lack of teacher training and educational resources. Anthropology is not taught in secondary schools meaning there is a shortage of qualified teachers with expertise in the subject. Unlike disciplines such as history or sociology, anthropology is rarely included in teacher training programmes meaning educators would have to retrain or take specialist courses to teach anthropology.
Furthermore, developing a curriculum that truly incorporates decolonial perspectives requires access to diverse teaching materials, including Indigenous epistemologies, non-Western case studies and critical perspectives on knowledge production. These resources are currently scarce in mainstream education. Also, most A-level textbooks are written from Eurocentric perspectives and therefore lack the integration of Indigenous or non-Western knowledge systems.
Finally, conventional A-Level exams emphasise memorisation and standardised essay formats, which may not align with anthropology’s emphasis on qualitative research, ethnographic fieldwork, and reflexive analysis. Taking a decolonising lens to the curriculum and involving anthropology would require alternative assessment approaches. These could include things like portfolio-based evaluations, participatory research projects, or critical reflections, but these methods may not fit within current exam board structures.
A decolonised anthropology A-Level should be co-created with anthropologists and decolonial scholars as well as educators. This would ensure the syllabus moves beyond the Eurocentric frameworks and incorporates diverse perspectives. Engaging with Indigenous academics as well would help shape a syllabus that challenges Eurocentrism and integrates global knowledge systems.
Additionally, teacher training programmes must be expanded to equip educators with the tools to teach anthropology through a decolonising framework. Universities could play a role in this by developing specialist teacher training modules and offering professional development courses on decolonial approaches to anthropology. This would ensure teachers have the expertise necessary to teach the subject and have the resources available.
Finally, to ensure anthropology is accessible and engaging for students, alternative assessment methods should be explored. These could involve incorporating ethnographic fieldwork, visual anthropology projects, and community-based research. These methods of assessment would allow students to engage with anthropology in an applied and reflexive manner rather than simply through theoretical study.
By overcoming these challenges, anthropology at A-Level can become a subject that fosters critical thinking, challenges dominant narratives, and equips students with the tools to engage meaningfully with global issues.