Decolonising the University Curriculum

Academics from diverse disciplines presented interactive sessions on initiatives to decolonise the curriculum. Twenty-two participants joined to explore various methods, including a theatre performance, reflective questions, toolkits, and an online archive.

The symposium began with Dr Tamimi, presenting the GHSM Anti-Racism Steering Group’s work and their journey to decolonise the curriculum. Guests explored the ‘Decolonising Global Health Archive’ by searching for materials relevant to their disciplines and suggesting resources to develop the archive further.

Dr Mariam Sbaiti, a Senior Teaching Fellow in Global Health and Mr Michael Cole, a Principal Teaching Fellow in Equality, Diversity, and Inclusion from Imperial College London, introduced cultural and structural humility as praxis for decolonising higher education. Mr Cole spoke about ‘conscientisation’ and ‘praxis’, explaining how change requires critical consciousness, reflection, and action. Dr Sbaiti explored the ‘tensionality’ around representation in global health teaching. Guests were invited to envision creating spaces and movements towards decolonial action within their institutional or professional environment. 

Taking a question-based approach, Dr Laura Key, a Lecturer in Academic Practice, and Ms Lucy Potter, a Teaching and Learning Enhancement Team Coordinator, from York St John University, invited guests to engage with and critique a toolkit they created comprises of a series of rigorous, reflective questions such as ‘What is the history of my discipline and how does it relate to the imperial-capitalist project? How does thinking about this change my approach to scholarly work or pedagogy?’; ‘What insights or interpretations have been omitted or marginalised from my field of expertise?; What are the politics and consequences of these omissions?’

We then moved on to consider decolonisation within the discipline of Psychology, led by scholars from KCL’s Institute of Psychiatry, Psychology and Neuroscience (IoPPN). Dr Salim Hashmi, a Senior Lecturer in Psychology, and Ms Gabrielle Nieuwoudt, a research assistant, presented case studies of curriculum change in psychology, stressing the importance of incorporating positionality, lived experiences, research from underrepresented groups, and diversity-centred learning. An interactive discussion followed to reflect on how to make active commitments to incorporate positionality and lived experience into curricula and teaching practices.  

Following a lunch break, speakers and guests reconvened for a talk with Dr Renginee Pillay, a Senior Lecturer in Law at the University of Greenwich. Dr Pillay’s presentation centred on a decolonial and anti-racist approach to legal pedagogy, based on Tort law as praxis. Guests were prompted to challenge the idea that law is neutral, objective and universal, and to think about developing a decolonial and anti-racist curriculum. Dr Pillay ended with a set of questions for educators to think about when leading and teaching their modules, such as ‘Am I using a theoretical framework that is only designed by Western authors?’ and ‘How do I create space for interactions between students and staff which breaks hierarchical barriers and allows for co-creation/ empowerment?’. 

Later, Dr Laila Kadiwal, an Associate Professor in Education and International Development at the UCL Institute of Education, employed a theatre-based approach to encourage thinking about decolonisation education. In ‘The Theatre of the Privileged: Decolonial Café,’ adapted from Peggy McIntosh’s ‘Invisible Knapsack’ metaphor, everyone in the room was encouraged to confront their privileges, to question why they should acknowledge privileges, and what happens to others when they don’t. Dr Kadiwal led a theatre-based activity, where participants enacted scenarios based on real-life interactions. It allowed guests to see what happened when they were bystanders, and how things changed when they intervened. 

The final talk of the symposium was led by Dr Agata Pacho, a sociologist and assistant professor at the London School of Hygiene and Tropical Medicine. Dr Pacho presented and explored the ‘Decolonising the Curriculum Toolkit’ that is used at LSHTM, allowing guests to envision how to implement decolonisation into their own teaching practices. The toolkit covers a broad range of areas where decolonisation can be implemented, from the curriculum to language, imagery, and reading lists. Dr Pacho detailed the challenges that occur when trying to decolonise the curriculum, such as the lack of continuing investment and institutional support.  

Feedback showed that participants found the space inclusive and safe for reflecting on the limits of decolonising higher education, and it allowed for productive conversations about how to take tangible action. Many hoped for more events like this to occur in the future.

“I understood more how decolonisation is embedded within the whole pedagogical approach and the importance of placing decoloniality upfront in our teaching. Also, the importance of decolonisation as an ongoing project which responds to current injustices.”

“It was a privilege to be in a room with so many people dedicated to the work of decolonisation. I have learnt we are facing similar struggles.”

“This was a powerful and effective space that I’ve come away from with a feeling of actions I can take on.”

“It was such a brilliant and inspiring day. Great connections and mutual learning in a safe space. Thank you!”