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decolonising the curriculum

Decolonising the Curriculum University of Johannesburg: In 2016, colleagues at the University of Johannesburg invited me to join their discussion about decolonizing the curriculum. Eventbrite - The Centre for Innovation in Education presents Decolonising the Curriculum Staff Panel - Friday, 22 January 2021 - Find event and registration information. ��������O_~�O���/?�}m�n��~>�w-�����:�G^W�;]��׿߀u����n[��m��7A�����p��1���?~���3�?����[4F�������]O�����q��������o'����r{����~?�[�����"����"��o�6��-ҹ����:��xlǿ����"���r�����M��p���v�aΌ}�n���}�o��C��c�43���z:��O�?ޟ��qz�K��f���~X� University of Cape Town provides funding as a partner of The Conversation AFRICA. A report, commissioned by the Office for Students, has recommended that universities should “decolonise” the curriculum to end the dominance of western values … It is the way in which the curriculum at every point – from who gets admitted, who thrives, who survives, who fails – mirrors back the historical and current unequal distribution of educational resources in the broader society. On the one hand, it is about recognizing and dismantling how coloniality shapes knowledge and academia. The campaign by left-wing student protestors and some faculty to force Western universities to “decolonize the curriculum” has been surprisingly successful. This is commonly referred to as the colonisation of the curriculum. Simply select your manager software from the list below and click on download. There is also pressure across the curriculum. I reread and listened to earlier contributions to tease out from the many entangled demands a list of challenges. As a part of our ongoing reflexive process at People’s Knowledge and at CAWR (e.g . 14:50 – 15:30 Decolonising Research and Academic Skills – Sara Ewing (Goldsmiths, University of London) 15.30 – 15.40 Tea break 15.40 – 16.40 Lightning Talks 2 Again, this kind of debate happens best in individual disciplines – though it can be precipitated by external events, as has been the case in Economics. An award that celebrates groups that have been actively promoting equality, diversity and inclusivity through their projects. Now in its third year, over 40 schools have adopted the resource. Below we explain some of the key issues involved. In April 2015 a statue of colonialist Cecil John Rhodes was removed from the University of Cape Town’s campus in South Africa. The risk of not having a clear strategy is that the curriculum will look no different in 2020 than it does in 2016. For this reason, one could argue that this is the most important item on the agenda. Wherever possible we have made these reading that can be accessed freely. But is the curriculum actually relevant for these new students, many of whom don’t fit the profile of the typical “mainstream” middle class, white, “university-ready” 18-year-old school leaver? Victoria, Justice & Love The curriculum – and particularly its assessment systems – serve to reproduce society’s broader inequalities. The point is that they will require different strategies, different kinds of resources and expertise, different lines of responsibility and accountability. One of the challenges raised is that South Africa’s undergraduate curriculum is simply no longer fit for its purpose. He utilises his personal experience of education in the UK as a pupil, teacher and secondary school senior leader. One of the most significant educational problems relating to gaps in the curriculum is the lack of representation of black and minority ethnic groups, and their histories and achievements within the UK. These kinds of curriculum change are highly complex and contested but are being tackled in many disciplines. But they do have a perspective that comes from their experiences both inside and outside the classroom. ‘decolonizing the curriculum means creating spaces and resources for a dialogue among all members of the university on how to imagine and envision all cultures and knowledge systems in the curriculum, and with respect to what is being taught and how it frames the world.’ 7 The Decolonising the Curriculum Toolkit is a collaborative project involving students and staff at the University of Westminster and beyond. Some of these challenges may fit more or less appropriately on the “decolonising the curriculum” agenda. A focus on problems raises other issues: the balance and sequence of theory and practice, and the plurality of theories and methods required to solve the problems. Decolonising the curriculum seeks to interrogate what groups of people are considered legitimate knowledge producers. Professional areas of study like health sciences, engineering and law have grappled with their relevance to the “real world”. Decolonising the Curriculum. This has become an important issue for South African universities, in the context of the Fees Must Fall movement. Decolonizing the curriculum is both deconstructive and transformative. Decolonising the curriculum. They need not be. The key ingredient in achieving this change is the student voice. It will take years if not decades to gain momentum again. He makes a useful distinction between inserting these new inputs into an existing largely unchanged curriculum versus a more radical rethinking of how the subject is taught. Students argued that they need to have a voice or a say in curriculum matters that affect them. Dean and Associate Professor, University of Cape Town. Secondly, is it fit for the rapidly changing world into which graduates of these degrees move into? They know they are not the experts –- they have come to university to be taught by the experts. To this end, I carefully read three pieces contributed by students Calum Mitchell, Brian Kamanzi and Njoki Wamai to the website University World News’ special edition on decolonisation. While decolonising the curriculum can mean different things, it includes a fundamental reconsideration of who is teaching, what the subject matter is … This means the content under-represents and undervalues the perspectives, experiences, epistemologies of those who do not fit into these mainstream categories. %PDF-1.3 — It is highly plausible that such a connection exists, because among other things, decolonising the curriculum entails re-evaluating what counts as canonical knowledge and sound methodology, and simply also recognising all the other cultures, civilisations and knowledges that exist. ‘Decolonisation’ of curriculum is key in achieving this. The ‘decolonise the curriculum’ movement re-racialises knowledge It represents a backward view of knowledge, it entrenches racial thinking, … Every member of staff need to be involved in that process, and students should be engaged with it too. Teacher Aisha Thomas, in her recent TED talk, spoke of how 'every day BAME children are educated without seeing themselves in the curriculum or their environment. — A space to share various types of articles and writings on and around the subject of decolonising the curriculum. Decolonising the curriculum is a massive piece of work involving cultural and structural change which will not happen overnight. This is understandable – statues fall, fees fall but curricula don’t “fall”. 25th November, 2020. Firstly, there has been a massive expansion of higher education. $�q�?��W;�����;~�oA}\����>���~=��_�/�ӌ������r � ����o�B���vn����6��}�w} *���ҷ���P�a�����o��t�@���w�qs���›���5�~ ����u�������~�u�s��n�k��}t���e\N�E��u'�cߟ����a�mw5�������%�A����zv*�y�� �r��팂�[���u{�lM. David Russell 2nd January 2020 at 2:02pm. Or both? Pran Patel looks at the school curriculum in the UK. Four members of staff from the University of Liverpool will answer questions related to decolonising the curriculum. Darlinghurst, New South Wales, Regulatory frameworks - free webinar The inadequacy of existing policies and procedures for exposing and addressing the abuse of power has been brought under a very harsh spotlight at South African universities. What does ‘Decolonise the Curriculum’ mean to you? 4 0 obj On the other, it is transformative as it is about centering the voices, agency and power of Black learners, teachers, ways of knowing and cultures in learning and pedagogy. Decolonising the curriculum is about recognising and challenging the colonial roots and Western biases of what we teach, how we teach it, and what we value in our students’ work. Decolonising the curriculum: Southern interrogations of time, place and knowledge . Many professional curricula have shifted to problem-based or problem-centered. }9}���ƿ He asks questions such as what is the future of curriculum development in the UK? This action comes as a result of a recent increase in conversation, research and learning about decolonising the curriculum. Another challenge raised by students is that many curricula are taught in oppressive classrooms by academics who are demeaning, unprofessional and use their power in ways that discriminate unfairly against students. Its fitness is questioned on two points. "The question of African philosophy." There is a risk that because of fatigue, frustration, and silencing this important moment will pass us by. I believe that it’s important to be clearer about the range of issues that feature under the “decolonising” banner. We understand decolonising as an on-going process that involves unravelling our assumptions about curricula, critically examining its content and forms, and imagining new ways of learning together. Very few of today’s “wicked” problems can be solved through one perspective or one method of investigation. — Some academics will be concerned or even opposed to this. ]N_�t����Ŕ��~��ϣ�o��h|����|�ߝ������c����|?�����8���_��~��Ǜ�~������ ����~�����=��v?�ݟ5��r�����o>f7���ז� +��c{��oO���?��>}���o~j���|�~��vy^��}̬o�����˿�����~O���ӯO��u9�l����q}A6��o? Misuse and abuse of power by academics on students or students on academics is simply wrong. Bodunrin, Peter O. One of the concerns of the decolonising movement is how curriculum content is dominated by – to name some – white, male, western, capitalist, … Perhaps it doesn’t matter: they are all important. With a proper, focused strategy and resources, they can be tackled – and universities can ensure that these crucial debates result in real change. We’ll be collaborating with teachers The extent to which academics are unaware of their “rank” and its potential harmful consequences on students will nullify everything else that’s done. One of the concerns of the decolonising movement is how curriculum content is dominated by – to name some – white, male, western, capitalist, heterosexual, European worldviews. Why decolonising the curriculum is a job for teachers. It has opened up in the past two decades to South Africans across race and class lines. It's naïve to assume educators haven't thought about ethnocentricity and diversity in the curriculum, says David Russell. helping to start a conversation from different points of view. Americans never tire of tales in which their freedom-loving forefathers took a stand against British tyranny and asserted their right to independence. Philosophy 56, no. Hanley developed six books form a new Curriculum Programme Resource for schools or teachers to form lessons and activities in primary, secondary or early childhood education. Future public sector leaders' series Decolonising the curriculum involves reflecting on our assumptions about how the world is, and the legacies of Western colonialism and empire on knowledge, education and … Decolonising the curriculum is not an end, but the beginning of a longer process of transformation.’ There have of course been similar pieces in newspapers such as the Guardian and the Los Angeles Times as well as The Conversation. Sydney, New South Wales, Copyright © 2010–2021, The Conversation Media Group Ltd, The Neuroscience of Creativity by Nerdy Novelist Sue Woolfe, Applying behavioural science to create change, Lecturer/Senior Lecturer in Economics (Health and Wellbeing), Associate Lecturer or Lecturer, (ECDF) in Digital Health, Aboriginal and Torres Strait Islander project based scholarships - An Intergenerational Oral History of the Koori Courts (Ngarnga Nanggit), Lecturer (Indigenous [Australian Aboriginal and Torres Strait Islander] Education). Decolonizing the Curriculum: The BLM Approach to History Somewhere in the fireworks and star-spangled attire of every Fourth of July lies an all-too-familiar historical script. Gus and Gurminder explain that decolonising the curriculum is about rebalancing the eurocentric outlook of a university and this requires a deep interrogation of structures that produce inequalities. African Studies expert Harry Garuba situates the current agitation for change in the long tradition of calls for curriculum change of the 1960s in post-colonial Africa and the moves of multiculturalism in the 1980s in the US. Students are not naive about their role in curriculum change. Decolonising the Curriculum was awarded for Outstanding Contribution to Equality, Diversity and Inclusivity in the Kent Student Awards 2019. What is the impact of an ethnocentric curriculum? Decolonising the curriculum A group of sixth formers from London are campaigning to change the way British colonial history is taught on the National Curriculum . Introduction . This echoes a much bigger debate in other parts of the world and raises fundamental questions about the appropriateness or “fitness” of the existing undergraduate bachelors degree across disciplines. 216 (1981): 161-179. %��������� << /Length 5 0 R /Filter /FlateDecode >> — If students’ input is valued, the overall quality of the curriculum will be strengthened. Decolonising the curriculum means creating spaces and resources for a dialogue among all members of the university on how to imagine and envision all cultures and knowledge systems in the curriculum, and with respect to what is being taught and how it frames the world. Current reading lists (largely including my own) suggest this is predominantly restricted to white, Western men. But I found that they recur again and again. If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Political Studies Review 2019 17: 2, 196-201 Download Citation. Neema Begum and Rima Saini. stream Masterclass series, Victoria, The Neuroscience of Creativity by Nerdy Novelist Sue Woolfe Decolonising the Curriculum. In the 14 months since the statue was removed, there has been a great deal of debate about “decolonising the curriculum” but very little change. x��K�d�q��}�Z�K��z�:u�;K6pe�������RI������CB2�C��ά|DF�;"��p���N������ϗ��|�.���~�?���~��ߟ���O���? Decolonising the Science Curriculum We formed a departmental working group in 2019 to look at what decolonising the curriculum means for us, and how we can use this approach to improve our teaching and research. Share this. This notion of “relevance” is another challenge. — ABSTRACT A renewed call to 'decolonise' the university curriculum has marked a shift in thinking about education and what should form the canon of curriculum content. Why is my curriculum white? Scholars such as Connell (2007), Chen (2010) and Alatas (2006) have provided ample evidence of the ways in which epistemologies, knowledge … This raises issues of meaningful representation of students on departmental and programme governance structures. Thus, the framework through which knowledge is distributed must always be aligned with notions of accuracy and diversity, if we are to prevent the reproduction of privileged narratives in wider societal contexts. The statue was the flash point around which students organised themselves under the banners of #RhodesMustFall, #FeesMustFall and drove a national – later international – debate about decolonisation and structural change in universities. AEDT, Victoria, Applying behavioural science to create change A cross-departmental meeting was held in November 2020 in where was decided that a series of open discussion events should be held in order to raise awareness amongst both staff and students. Leading universities around the world and in some cases entire national systems are courageously revamping their undergraduate curricula to address these changes of demography and the future world of work. The six which I’ll explore in this article are by no means the only ones and are not discussed in order of priority. This challenge has received very little attention in the recent debates on “decolonising”. For example, in an African medical curriculum, should universities prepare students for the problems of first world specialists or those of doctors working in poor, rural areas? Suellen Shay does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment. Not fit into these mainstream categories key in achieving this change is the student voice personal experience education. British tyranny and asserted their right to independence departmental and programme governance structures curriculum ’ mean to you matters decolonising the curriculum. University to be involved in that process, and students should be engaged with it too meaningful representation students..., you can download article citation data to the “ decolonising the curriculum Toolkit is a job for.... He utilises his personal experience of education in the UK as a part of our ongoing reflexive process at ’! Suggest this is understandable – statues fall, Fees fall but curricula don ’ matter... Are all important, in the recent debates on “ decolonising ” fit! 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