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.
DOI
10.1080/14703297.2022.2121305?needAccess=true
Publication Date
2022-09-06
Publication Title
Innovations in Education and Teaching International
ISSN
1470-3297
Embargo Period
2024-03-06
Organisational Unit
University of Plymouth
Recommended Citation
Winter, J., Webb, O., & Turner, R. (2022) 'Decolonising the curriculum: A survey of current practice in a modern UK university', Innovations in Education and Teaching International, . Available at: https://doi.org/10.1080/14703297.2022.2121305?needAccess=true
