Decolonise The Curriculum: What, Why, How
Case study author: Dr Aikaterini Koskina
Keele Business School, Faculty of Humanities and Social Sciences
CDF Framework: Inclusive Learning
Project Summary
The presentation offers an account of views, ideas and challenges in decolonising the curriculum by placing emphasis upon ways that we may rethink, reframe and reconstruct the curricula to overcome ingrained structural inequalities, and the extent to which such ways can have a long-lasting impact. The presentation promotes inclusive learning via decolonising the curriculum.
The presentation promotes inclusive learning via decolonising the curriculum.
The presentation on decolonising the curriculum benefits the student experience in multiple ways.
Firstly, it offers educators an understanding of the what, why, and how of decolonising the curriculum.
Second, it encourages educators to develop a reflective and inclusive practice in designing and delivering curriculum.
Thirdly, it seeks to create a more inclusive and socially engaged curriculum that reflects and respects diverse learning communities.
The presentation (albeit in different forms) was initially delivered in a workshop for decolonising the curriculum at Keele Business School, then shared at the Faculty of Humanities and Social Sciences decolonising the curriculum learning community, and then presented at the Advance HE Teaching and Learning Conference. Following my presentation, multiple colleagues at and beyond Keele informed me that they have been inspired to reflect on how they can decolonise their curriculum, especially in terms of module content and teaching practice.
This case study is transferable across disciplines and contexts because it encourages educators, regardless of discipline, to reflect on issues surrounding decolonising the curriculum. The case study provides examples at macro, meso and micro level of the decolonisation process, including challenges and questions as well as possible solutions.