Professor Adeela Shafi and Debbie Reel, University of Gloucestershire
Increasing representation and decolonising university curricula are a key endeavour of universities across the UK and in many other countries. For smaller universities located geographically in less diverse locations, such initiatives must take a more proactive approach.
This research explores the work in one relatively small, post 1992 university, situated in the Southwest of England. This institution attracts a student population that reflects the region’s ethnic diversity where 87.8% are racialised as white. A predominantly white student population, coupled with a predominantly white staff population, has raised the impetus for an understanding of how the university can better itself in challenging, promoting and actioning the concept of decolonising. The aim was:
To create new academic spaces that allow students to engage with a curriculum that better represents a range of intercultural voices.
With pockets of excellence already developing across the university, this initiative and associated research began at the local School level with key events from local but prominent speakers in the field as well as collaborative events with universities well established, and indeed pioneering, in the work of decolonising. The purpose was to hear voices and share often personal experiences of others, to exemplify the importance of exposure, to build a culture and to document the university’s decolonising journey. However, the work to date has been challenging; more challenging than anticipated and the core team leading the initiative, passionate to help shape a different direction for practice, instead found themselves challenged in their drive to raise awareness, change culture and behaviour.
This research now therefore documents not only the journey in improving representation and its successes but some of the difficulties, some of which come from the proximal and contextual demands on colleagues, but also those which appear to reflect some deep-seated resistances to change.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
7. Build a critical awareness
External voices used to strengthen our reasoning.
Data collection – why did no one want to tell us anything?
Subject Leads' meetings suggested a disconnect between what students were asking for and that being
offered.
Challenged by neo liberal approach (Tett & Hamilton 2020)
8. 'The process of decolonisation is often underestimated and not acted upon due to a lack of time.' (Takhar
2023)
9. How does this start to unravel?
• Start Small
• Understand the Resistance/pragmatism
• Showcase Benefits
• Collaborate and Listen
• Highlight Student Voices
• Connect to Institutional Goals
• Engage Leadership
• Acknowledge Challenges
'If we do not consciously engage with thinking about equality, diversity, and inclusion as part of our pedagogical
practice, then the default situation will prevail where knowledges and ways of knowing continue being shaped by
colonialism, patriarchy, capitalism, heteronormative frames and so on.' (Arshad 2021)
11. References
• Arshad, R. (2021) From inclusion to transformation to decolonisation. Available
at: https://www.teaching-matters-blog.ed.ac.uk/from-inclusion-to-
transformation-to-decolonisation/ (Accessed 17th October 2023)
• Takhar, S. (2023) The Student Voice: Decolonising the Curriculum. Available
at: Equity in Education & Society
Online First https://journals.sagepub.com/doi/epub/10.1177/275264612311926
71 (Accessed 25th October 2023)
• Tett, L. & Hamilton, M. (2020) Resisting Neoliberalism in Education: Resources of
Hope. University of Lancaster Literacy Research Centre.
