What does decolonising the curriculum mean for teachers and pupils of all stages in schools? It’s not about labels, special months, weeks or days. It’s not about being “pc”. It’s about actively addressing structural inequalities: seeing all teaching resources and pedagogies as opportunities to recognise and represent global majority cultures and indigenous cultural knowledge, plus critically examine how the forces of racism and colonialism have shaped our lives. By looking critically at our assumptions of the world, we do what writer Ngūgī wa Thiong’o calls ‘decolonising the mind’. Why do it? Because a diversified curriculum allows for plural knowledges, carrying the promise of a fairer, more inclusive future for everyone.