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Decolonising our curricula starting points & adaptations

Image created by Rhoda Datsomor, University of Lincoln graduate, 2022 (@rhozzie14)

Converted from a handout by Dr Simon Obendorf which draws from and gratefully acknowledges the Decolonising SOAS Working Group "Learning and Teaching Toolkit for Programme and Module Convenors"

Some starting points

  1. What types and sources of knowledge are preferred or regarded as authoritive? Why?
  2. What types and sources of knowledge are downplayed, dismissed or ignored? Why? What is the impact of this on student learning and engagement?
  3. In what ways and to what extent is the academic culture we create and reward in our syllabus/programme a product of our own preferences, values, prejudices and/or traditions? Do we explain this to our students? Do we (can we?) justify it?
  1. What are the characteristics of this profile?
  2. Who is represented as 'Other' in my teaching and how?
  3. Is this potentially problematic and for whom?
  4. Are there ways of thinking about the material or subject matter from different perspectives?
Library zine collection
  • Could such an understanding, if absent, be introduced into core or introductory material?
  • To the extent that it does so, are these an afterthought or more central to the mode of study?
  1. Should this be examined/acknowledged/managed?
  2. If so, how?
Statues celebrate: books educate
  1. What is the effect of this on the diversity of views with which the students are presented?
  2. What is the effect of this on student engagement?
  3. Is the profile of authors acknowledged and examined as part of the learning aims and outcomes of the syllabus/programme?
Student opportunities

This might include manifestations of personal disrespect, such as students being cut off, laughed at, or spoken over; expecting someone to act as a 'spokesperson' for a particular group or view; the stigmatisation of different educational backgrounds, pathways into education or linguistic skills which may be associated with ethnicity; unconscious forms of bias in terms of recognition, expectations and personal interactions; as well as more obvious forms of discrimination and bias.

  1. Is there an understanding of ow these can be addressed?
  2. Is space and time given in modules, lectures, seminars and office hours for students to openly acknowledge and confront this?
  3. Do students have a place to go to discuss these matters?

Potential or suggested adaptations

  • module/programme learning outcomes
  • assessment tasks and assessment criteria
  • pedagogy, skills development and methods
  • Why have we chosen these?
  • Are there others we could choose? Why have we chosen not to?
  • Are we making clear to students that these choices shape understanding?
University Library
  • Module feedback
  • Programme monitoring
  • External examiner reports
  • Module reporting
  • Subject committees
  • Examination boards

Credits:

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