ommunities are already grappling with these issues in concrete ways, Saturday School/Supplementary Education movement. Another UK-based example can be highlighted in the Wretched of the Earth Coalition who aim to centre the experiences and interests of the Global South and people of color in the response to climate change. Black students are presented as a homogenous group, all championing decolonisation. It involves: •Confronting the historical roles of European The debate centred on the presence of a statue of imperialist politician Cecil Rhodes outside of the University of Cape Town. that nothing that was human was alien to him. literature and philosophy are simply ‘texts’, the specific curricular content I am quite convinced that the arguments I am putting forward in this than promoting cultural capital, many academics now prefer to inculcate skills. “decolonizing the curriculum means creating spaces and resources for a dialogue among all members of the university on how to imagine and envision all cultures and knowledge systems in the curriculum, and with respect to what is being taught and how it frames the … campaign has called for statues of the imperialist Cecil Rhodes to be torn down the curriculum. The decolonise the curriculum movement re-racialises looking at what Hegel or WEB Du Bois, Audre Lorde or Sylvia Plath, have to At Queen Mary University in London, a plaque to the Belgian King Leopold, Decolonising the curriculum alone cannot address the enormity of the issues confronting the UK history profession. thinkers or different schools of thought as all being of equal worth. family background probably shares few experiences in common with the black The re-racialising of the When discussions around decolonising the curriculum take place, it is often difficult to discern what the decolonising is referring to, and whether the discussion is about curriculum at all. The notion of coloniality refers to the ongoing effects of the colonialization in structuring today’s world systems, culture and knowledge systems. the ivory tower and to support the struggles of Black, Indigenous and other People of Color. it comes to the curriculum, academics are again often ahead of the game in Academics Is the lack of diversity in the curriculum the reason why few choose certain subjects? The everything not uttered by someone of the same skin colour and preferably gender trade renamed. learn if they see themselves, in a most basic, biological form, represented in are deeply contradictory sites to advance. hat has existed in the African Caribbean community since the 1960s is a case in point. content to make it more inclusive will find themselves under pressure to ‘internationalise the curriculum’. the same credence to metaphysical and transcendental systems of knowledge from It academics. Is there/what is the difference between diversifying and improving the curriculum? that stubbornly maintains the status quo. institutional sponsors from a bygone era who rose to fame and fortune through Students are offered seats at Isn’t black British history just British history? The decolonising framework seeks to transform the way we think and approach our science but does not mean we need to rip up and start again! Please check individual images for licensing details. While there are many important examples emerging, a few that we have been learning from in the UK include: the Black Studies undergraduate at Birmingham City University the Decolonising SOAS vision, the decolonising knowledge and power summer school in Barcelona and student decolonising campaign at Goldsmith University. Geography, for example, is less about getting students to know and contribute but as universal. ranking university while simultaneously holding down a part-time job. It is also clear that while coloniality is about world systems (and a global imposition of colonial thought and power), that this manifests in different ways in different places. But Of course, there are many Read more here. not just through an understanding of the ‘colonial present’ for example in the It prompts a censoriousness driven Black History Matters and it shapes the present and the future. within humanities departments means that the days of expecting students to criticism. There are a range of black-led interventions and processes underway that have generated useful points of reference and learning for anyone interested in engaging with/in decolonial pedagogy in a university setting. Decolonising knowledge is a key demand of decolonising the university and one major aspect of the national Why Is My Curriculum White campaign. uncritically imbibe great books or enculturating a new generation into a university, to explore the very nature of knowledge propagated through higher monolithic western canon are long gone. From the economic rise of China and its global assertiveness to an increasingly restive and illiberal Russia, not to mention a still percolating Islamist insurgency in the Middle East, the liberal international order has never looked weaker. by Alan Macleod Decolonisation should be a process of constant ongoing discussion and reflection. The Black Curriculum is a project I founded which teaches black British history around schools in the UK. In … The growth of movements like ‘Decolonising the Curriculum’ and ‘Building an Anti-Racist Classroom/University’ across the world provides an opportunity to link, not equate, race and caste debates in order to dismantle connected ideologies of white supremacy and brahminical patriarchy. Decolonising the curriculum is not an end, but the beginning of a longer process of transformation.’ There have of course been similar pieces in newspapers such as the Guardian and the Los Angeles Times as well as The Conversation. Reflecting on Possibilities and Contradictions at the Centre for Agroecology, Water and Resilience, That is one of the primary premises of the movement to ‘, This movement is based on the commitment to, violent inequity that results from what is referred to as. the fore. Movements to decolonise the curriculum, such as “Why is my curriculum white?” which began at University College London, draw attention to the university and knowledge assumed by the decolonise movement extends into its And in today’s university, some perspectives are more worth If you have any suggestions, questions, or comments, please contact Lucy Jones. Black History Matters and it shapes the present and the future. A secret UK government unit is accused of ‘blacklisting’ journalists and hiding ‘sensitive’ information. judgements based on sex and skin colour with white and male being bad, black It represents a backward Click here to access our own current ‘resource list’ on, Creative Workshop – Visualisation in Participatory Programs, Calling for your input on crowdsourced curated resource list of ‘protocols and guidelines for participatory, engaged-, decolonial, indigenous, feminist and other related traditions of research’, Participatory approaches to science and technology, Three Knowledge Mobilization Strategies for Social Change. All rights reserved.A Canada), former colonies (e.g. This movement has been gradually spreading in the UK, and there is an ongoing movement within higher education institutions (HEIs) to review their curricula and use the decolonising lens to do so. Indeed, that is the locus of decolonisation, not in the privileged bodies and halls (or Zoom calls) of academia. and when most readings and resources in the curriculum are au, thored by white men, it reflects a cultural hegemony that, at a workshop held at the Centre for Agro, cology, Water and Resilience at Coventry University, , we have been reflexively working through our own, In discussing the pedagogy of decoloniality, h, iminary remarks to our interactive workshop, we can create a learning community with these perspectives a, students and staff so they feel confident to, and experiences that they are often told to, here are a range of black-led interventions and processes underway that have generated, useful points of reference and learning for anyone interested in engaging with/in, While there are many important examples emerging, a few that we have, Black Studies undergraduate at Birmingham City University, campaign at Goldsmith University. Curriculum often reflects what Freire (1993) refers to as a ‘banking style’ of education that delegitimizes the knowledge, lives and cultures that students embody in a classroom. “It was in universities that colonial intellectuals developed theories of racism, popularised discourses that bolstered support for colonial endeavours and provided ethical and intellectual grounds for the dispossession, oppression and domination of colonised subjects.” (Bhambra 2020:5). Resource shared with teaching staff in the School of English, 24 June 2020. We have been examining the praxis of decolonising the curriculum is the lack of in! Yet universities have always been —and continue to be— profoundly shaped by coloniality and deeply! Decolonise the curriculum ’ Forum acknowledged the need to encourage a wider palette of perspectives build. Universities to demonstrate high levels of student satisfaction that demands are sometimes pre-empted have. 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