Decolonisation in Further Education: Engaging Diverse Students in the Delivery of a Decolonised Curriculum for A Level Biology in the Heart of the Former Empire

Abstract

Biology is broadly speaking a colonised subject and as such exemplification of the material to a non-white non-western centric narrative can elicit deep thought, debate, and analysis of the subject. Recent curriculum changes in England (post 2015) present little time for non-curricular content and staff can struggle to engage students in meaningful debate, analysis, and social-scientific thinking. Staff at City and Islington College took radical and long-term change to exemplify biology within a decolonisation narrative, using various methods to ensure that critical topics were covered while looking at the colonisation and colonialism of the subject. The staff ensured that decolonisation was a key agenda item in curriculum development to maintain an interwoven approach to the subject. Structured student interviews provided student feedback and student voice. Early discussion with students suggests the use of context has allowed students to be more confident in expressing their views and analysing unfamiliar contexts.

Citation

Hughes, S. and Hart, N. (2024), "Decolonisation in Further Education: Engaging Diverse Students in the Delivery of a Decolonised Curriculum for A Level Biology in the Heart of the Former Empire", Moncrieffe, M.L., Fakunle, O., Kustatscher, M. and Rost, A.O. (Ed.) The BERA Guide to Decolonising the Curriculum: Equity and Inclusion in Educational Research and Practice (The BERA Guides), Emerald Publishing Limited, Leeds, pp. 121-129. https://doi.org/10.1108/978-1-83549-144-720241011