Inclusive curriculum matters. Co-creating a decolonised education curriculum through student voices.

Autor/inn/en	Naseem, Jawiria; Zhu, Hua
Titel	Inclusive curriculum matters. Co-creating a decolonised education curriculum through student voices.
Quelle	Aus: Pulsford, Mark (Hrsg.); Morris, Becky (Hrsg.); Purves, Ross (Hrsg.): Understanding education studies. Critical issues and new directions. London: Routledge (2023) S. 119-128 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	The Routledge education studies series
Beigaben	Illustration 1; Literaturangaben S. 127-128
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-1-000-87151-7; 978-1-000-87163-0; 978-1-003-29693-5; 978-1-032-28468-2; 978-1-032-28469-9
DOI	10.4324/9781003296935-19
Schlagwörter	Curriculum; Inklusion; Großbritannien
Abstract	Ever since the 2015 Rhodes Must Fall campaign in Cape Town, South Africa, where students called for the removal of British Imperialist Cecil Rhodes's statue, decolonisation of the curricula has become a prominent concern internationally in higher education (HE) (Nyamnjoh, 2016). Today, decolonising the curriculum has become a pedagogical matter in HE, especially in predominantly White universities located in the Global North, that is to say, in countries entrenched with colonial histories (Bhambra et al., 2018). Within the UK, for instance, there have been several student- led campaigns that demand a review of their university curriculum and the importance of seeing themselves reflected in all aspects of their learning (e.g., UCL students' campaign on ' Why is My Curriculum White?' in 2014) which echo similar efforts from within the sector (e.g., Universities UK's '#ClosingtheGap' report in 2019). Despite the pressing demand from students, increasing coverage in the media and news and growing commitment among HE staff, there is very little knowledge about how to translate the commitment to decolonisation into practice and how to reframe knowledge and pedagogies for an inclusive and diverse curriculum (cf. Keele University, Kingston University). This lack of progress makes it difficult to implement decolonising initiatives, share good practice or even create an environment welcoming to the idea of decolonisation. In this chapter, we discuss our and our students' collaborative efforts to engage in decolonial work in the School of Education at the University of Birmingham and reflect on the challenges, the successes, and the ways forward.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1