Academics at two major British universities have been handed thousands to try to "decolonise" science, geography and maths lessons.
The project, which is set to run for two years, will look at stamping out "scientific and environmental racism" in secondary schools.
Researchers at Cambridge and Stirling universities, who are behind the project, claim certain subjects have "particular colonial entanglements and legacies' resulting in 'biases, inequalities and injustice".
They go on to say teachers must challenge this in order to promote "equity, inclusion and anti-racism" in lessons.
According to the research brief, teachers in science, technology, engineering and maths (Stem) and geography are being encouraged to come forward and share with academics their experience.
Researchers want to talk to those who "have already been attempting" to engage in "decolonial and anti-racist work".
Its abstract reads: "This project will bring together Stem and geography educators in a collaborative community of decolonial practitioners to support theirs and other practitioners' engagement with this area during and beyond the life of this project."
The £247,268 award comes from the Economic and Social Research Council (ESRC), a subsidiary of UK Research Innovation (UKRI) which has a budget of about £123million, allocated from the Department for Science, Innovation and Technology.
Cambridge University put out the request to speak to teachers
| GETTYIt follows recent data which suggests Black and Asian students are already significantly more likely to take A Level and degree-level science subjects than their white counterparts.
Emeritus professor of chemistry at Oxford University Professor Peter Edwards told MailOnline: "We should strongly question whether scarce public money should be spent on 'decolonising work' in Stem subjects.
"Rather the most recognised, deserving area for investment is addressing the disadvantage gap for white working class boys, the worst-performing ethnic group in education.
"Disadvantaged white boys continue to have the lowest exam results in the core Stem subjects. That group continues to be failed by the state."
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Researchers at Stirling universitiy are contributing towards the project
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Chair of the Campaign for Real Education Chris McGovern added: "Filtering subjects through the lens of decolonisation distorts learning and undermines academic integrity. It is a fundamentally dishonest approach to education.
"The secondary school curriculum should not be used by academics as a vehicle to offload their neuroses and personal angst about race.
"It is time to stop burdening children with delusional woke dogma."
A Government spokesman said: "This Government's focus is on delivering a new broad, balanced and cutting-edge curriculum that ensures young people are ready for work and ready for life.
A Government spokesman said they were pushing a 'cutting-edge' cirriculum
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"Our expert-led curriculum and assessment review is complete and we are now in the process of drafting updated subject content that will allow teachers to build cohesion not division and paint a picture of a modern and forward-looking Britain."
A UKRI spokesman said: "UKRI is committed to supporting curiosity-driven research.
"Decisions about which research projects we support are made on research merit, based on a peer-review process by independent experts."
GB News has contacted The University of Sterling and Cambridge University for a comment.