Decolonising the Curriculum in Higher Education: Introducing a Practice-informed Framework from Two Non-white Academics in a UK University

Abstract

There is no shortage of discussion on decolonising in higher education, but a lack of insight regarding the practical implications for staff who aim to embed decoloniality in their teaching practice. This chapter contributes towards addressing this gap. Informed by a decolonial lens, two scholars articulate three stages in their pedagogical approach, and the impact, in an internationalised classroom in a UK university. This systematic approach centres on ‘deconstruction’ of dominant knowledge constructs, ‘empowerment’ to enable knowledge co-construction, and ‘reflection’ on pedagogical experience as part of students’ educational journey. Hence, through observation, reflection, action, and refinements in our practice, we provide practical suggestions that legitimise diverse knowledge, create a sense of responsibility for own learning within a safe space for critical conversations, and reject the deficit-based approach for asset-based approach. The chapter, thus, contributes to discourses around decolonising curriculum with implications for pedagogy, practice, and policy development in higher education.

Citation

Akbar, F. and Fakunle, O. (2024), "Decolonising the Curriculum in Higher Education: Introducing a Practice-informed Framework from Two Non-white Academics in a UK University", 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. 177-185. https://doi.org/10.1108/978-1-83549-144-720241016