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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.

Publication Date

2024-01-02

Publication Title

Innovations in Education and Teaching International

Volume

61

Issue

1

ISSN

1470-3297

Embargo Period

2024-03-06

Keywords

belonging, culture, curriculum, decolonisation, representation, word

First Page

181

Last Page

192

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10.1080/14703297.2022.2121305?needAccess=true" data-hide-no-mentions="true">

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