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.
Who is delivering the colloquium?
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 firstname.lastname@example.org for more information.