Decolonising the Curriculum beyond the Surge: Conceptualisation, Positionality and Conduct

Autor/inn/en	Abu Moghli, Mai; Kadiwal, Laila
Titel	Decolonising the Curriculum beyond the Surge: Conceptualisation, Positionality and Conduct
Quelle	In: London Review of Education, 19 (2021) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Abu Moghli, Mai) ORCID (Kadiwal, Laila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
DOI	10.14324/LRE.19.1.23
Schlagwörter	Foreign Countries; Higher Education; College Curriculum; Curriculum Development; Power Structure; Social Justice; Course Descriptions; Racial Bias; Political Issues; Social Bias; Activism; Ideology; College Students; College Faculty; Diversity; Cultural Pluralism; Inclusion; Culturally Relevant Education; Indigenous Knowledge; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziale Gerechtigkeit; Kursstrukturplan; Racial discrimination; Rassismus; Politischer Faktor; Aktivismus; Politischer Protest; Ideologie; Collegestudent; Fakultät; Kulturpluralismus; Inklusion; Großbritannien
Abstract	In recent years, there has been increased interest in, and work towards, decolonising the curriculum in higher education institutions in the UK. There are various initiatives to review university syllabuses and identify alternative literature. However, there is an increasing risk of turning 'decolonisation' into a buzz term tied to a trend. We fear that decolonisation within academia is becoming an empty term, diluted and depoliticised, allowing for superficial representations that fail to address racial, political and socio-economic intersectionalities. In this article, we examine several initiatives to decolonise the curriculum with a focus on the field of education as a discipline and medium. Based on our analysis, we engage with three main themes: conceptualisation, positionality and conduct. The article concludes that decolonisation cannot happen in a vacuum, or as an aim disconnected from the rest of the structure of the university, which leads to diluting a wider movement and turns into a box-ticking exercise. We argue that there needs to be a deconstruction of asymmetrical power relationships within academic spaces to allow for meaningful decolonisation in practice. This requires a real political will, a change in the structure, and in the hearts and minds of those in decision-making positions, and a shift in the practices of knowledge production. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01