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Abstract
ABSTRACT In their ‘deconstruction’ of powerful knowledge (PK), Winter et al. (2024) argue that geography teaching is silenced or sanitised by its advocates. They suggest, through a decolonial lens, that those who see potential in PK somehow normalise racism in geographical education. This article serves as a response to such an overhasty diagnosis of both geography the discipline and the enabling powers of geographical knowledge in school.
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