Skip to main content

EDI Colloquium: Decolonising Pedagogies

Venue
Virtual
County / Region
United Kingdom
Position on the Pathway
Excellence in practice
Fellowship Category
All Fellowship Categories
Event Type
Virtual Colloquia
Focus
Equality
Start Date
End Date
Duration
1 day
Institution Type
Higher Education and Further Education
Price From
£175

Overview

The second Advance HE EDI colloquium on decolonising pedagogies will focus on progress made in the last year around decolonising our HE pedagogies both in relation to our teaching of HE students and looking at our role as educational developers of HE staff.

This colloquium will look at decolonising pedagogy and the curriculum within higher education, a topical area of focus for all institutions across the UK and more widely. This area of work is of interest to students, students unions and staff and needs addressing at all levels from individual programmes to entire faculties and cross institutionally involving both academic and professional services staff to really make change.

The current sector-wide focus on decolonisation has arisen largely in response to a number of national and international student-led campaigns condemning the erasure of and/or marginalisation of non-western perspectives from and within the academy (Bhambra, Gebrial and Nisancioglu, 2018). In response to student protests and sector research highlighting the importance of an inclusive curriculum in supporting student retention, engagement and success, many universities are undergoing a period of reviewing and reforming their curriculum as part of their overall strategy to eliminate awarding gaps for students of different ethnicities. Decolonising the curriculum is increasingly considered to be an important part of the strategy being undertaken across higher education settings to address the awarding gap for BAME students although all staff and students benefit from a decolonised curriculum.

Decolonising pedagogy and the curriculum looks at the ongoing impact of legacies of colonisation and imperialism on knowledge production in terms of both how we teach and what we teach. A decolonial approach concerns itself with deconstructing existing hierarchies, in favour of drawing on multiple knowledge systems/ways of knowing in order to integrate a range of perspectives, with a particular focus on amplifying the voices currently underrepresented in the curriculum.

Decolonisation advocates for the contextualisation of all knowledge within a historical, geographical, cultural framework and re-shaping the curriculum is a key component of culturally responsive pedagogy (Ladson-Billings, 1994). The goal of decolonising the curriculum is to ensure education is structured in a way which gives everyone access to the opportunities they need to thrive (Warner, Arboine, Morrison and Tran, 2020).

The event will feature a keynote presentation from Professor Paul Miller, Professor of Educational Leadership & Social Justice, Director, Institute for Educational and Social Equity and Strategic Adviser, AdvanceHE. This will be followed by a series of case studies from across the sector to enable sharing of good practice around decolonising pedagogy. The event aims to be an open and welcoming place for HE practitioners to share their progress, discuss challenges and barriers and to work together to create change.

Download Programme

Decolonising Pedagogies Programme

Download
Download Abstracts

Decolonising Pedagogies Abstracts

Download
grow your skills new to leading excellence in practice combined

Who is delivering the colloquium?

Professor Paul Miller, PhD

Professor of Educational Leadership & Social Justice and President, Commonwealth Council for Educational Administration & Management
Prof-Paul-Miller
Professor Paul Miller, PhD, is Professor of Educational Leadership & Social Justice and President - Commonwealth Council for Educational Administration & Management. He is the first black person to be appointed a professor of educational leadership at a UK university, and he is currently the only black Head of School of Education in the country. He has been a secondary school teacher in Jamaica and in London, and he has written extensively on race discrimination among overseas trained teachers and teachers of Black, Asian and Minority Ethnic (BAME) heritage in England.

Who should attend?

This colloquium is for anyone wishing to take an active role in driving change decolonising our pedagogies, including senior managers, heads of department, programme leaders, lecturers, organisational developers, EDI practitioners and student support staff.

Students are entitled to a 50% discount on the Colloquium fee, please contact events@advance-he.ac.uk for more information.