Decolonisation: What is Decolonisation?

Embracing Diverse Perspectives in Decolonised Curriculum Reform

Decolonised curriculum reform is grounded in the understanding that all knowledge is shaped by diverse cultural, geographical, and historical perspectives. It recognises the heterogeneous nature of knowledge and seeks to build meaningful connections across ethnic affiliations and global contexts (Kanu, 2006).

Decolonisation as Inclusive Transformation, Not Rejection of the West

Decolonisation does not mean opposing Western culture and knowledge or removing it from curricula. Rather, decolonising “connects contemporary racialised disadvantages with wider historical processes of colonialism, seeks to expose and transform them through forms of collective reflection and action” (SOAS, 2018).

Decolonising Education: Challenging Power and Reclaiming Knowledge

Importantly, decolonising is not the same as diversification, anti-racism work, or curriculum reform alone – though these may form distinct parts of the process. Neither is it the removal of Western ideas, history, and knowledge – at its heart, decolonising is about questioning dominant narratives, addressing power imbalances in knowledge production, and understanding how colonial histories have shaped whose voices are heard, what educational institutions teach, and what is considered authoritative knowledge.

At Birmingham City University, the decolonisation of learning and teaching is a strategic priority. Our Learning, Teaching and Enhancement Strategy identifies the decolonisation of resource lists as the key starting point for decolonising learning and teaching at the university.

This project is a collaboration with Library & Learning Resources, Education Development Services and the Student Union. Together we aim to: 

• Support the decolonising of pedagogy across the institution. 

• Develop a framework for decolonising Higher Education Teaching & Learning that is for both student empowerment and enhanced pedagogic practice. 

• Provide teaching colleagues with a self-help set of training materials to decolonise their practice i.e. podcasts, toolkits, etc. 

• Promote good practice in decolonising in Higher Education both within the university and across the sector.

• Partner with students in their learning by engaging meaningfully with their feedback and changing the power dynamic of the classroom from authoritative to cooperative.