Article title: Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy
Authors: Jason Arday, Dina Zoe Belluigi, & Dave Thomas
Journal: Educational Philosophy and Theory
Bibliometrics: Volume 53, Number 3, pages 298-313
DOI: https://doi.org/10.1080/00131857.2020.1773257
A correction has been made to clarify the relationship between the study presented in this article and a prior study (Arday 2018), that utilised similar methodologies which in turn were based on Memon et al.’s (2016) study.
The corrections have been made to the Methodology section of the article, paragraphs 1, 3-5, citing Memon et al. 2016 and Arday 2018, pages 303-304.
Two references have been added to the reference list:
Arday, J. (2018b). Understanding mental health: What are the issues for Black and Ethnic Minority students at university? Social Sciences, 12(12), 672.
Memon, A. Taylor, K., Mohebati, L. M., Sundin, J., Cooper, M., Scanlon, T. & de Visser, R. (2016). Perceived barriers to accessing mental health services among Black and Minority Ethnic (BME) communities: A qualitative study in Southeast England. BMJ Open, 6(11), e012337.
These corrections have now been made to the online version.