Making spaces for collaborative action and learning: Reflections on teacher‐led decolonising initiatives from a professional learning network in England

This article draws on the experiences of teachers and teacher educators within “Bristol Decolonising Network”, an informal professional learning network based in South West England, to share examples teacher-led decolonising/antiracist initiatives. The seven vignettes presented cover a range subject areas across English Secondary school curriculum, with varying rationales, foci, forms intended outcomes. For this Special Issue, we look these cases consider links between decolonising antiracist initiatives learning. We suggest that is both condition for, outcome of, teachers' engagement such work; extending collaboration beyond hierarchical institutional boundaries key enabler for progress agenda.