“The why and the white”: Racism and curriculum reform in British geography

This article intervenes in recent debates over the whiteness of the higher education geography curriculum. Focusing on UK‐based universities, I examine the why and the white in the question “Why is our geography curriculum so white?” It is argued that the answer is coloniality‐induced institutional racism. I propose that engaging with insights from critical race theory, social justice and decolonial scholarship could help British geography to more effectively challenge racism, and other forms of dehumanisation, in our institutional arrangements and teaching practices.