https://orcid.org/0000-0003-1713-3988
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ABSTRACT
Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Jennie Winter
Jennie Winter is a Professor of Academic Development with interests in Education for Sustainability, student voice and the evaluation of teaching development.
Oliver Webb
Oliver Webb is an Educational Developer and Researcher with particular interest in how demographic factors relate to student outcomes.
Rebecca Turner
Rebecca Turner is an Associate Professor in Educational Development and Principal Fellow of Advance HE. Her research interests include widening participation, inclusive practice, and student voice.