The document discusses decolonizing university curricula by reevaluating reading lists. It notes that decolonization calls for acknowledging Western dominance in knowledge production and dismantling oppressive structures. Exclusion from reading lists can signify who is considered unimportant or as not contributing, while inclusion signifies authority and relevance. Decolonized reading lists would feature more diverse voices and narratives, consider authors' identities and perspectives, and address systemic inequalities in scholarly publishing.