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Dear Doris (and list)

I've been looking at this for a little while now and it's not straightforward. There is no 'list of tips' because it is context- and subject-sensitive, and you can have a fairly decolonised curriculum that is ruined by a few poorly-chosen metaphors or overtly clumsy behaviour and assumptions. It would also be really long!

I have been building up resources at our Liberating the Curriculum Moodle<https://moodle-1819.ucl.ac.uk/course/view.php?id=11893> (guest login is enabled, a mixture of workshop materials and some further resources are there); you're welcome to draw on those. It was inspired by the SOAS decolonising kit<https://blogs.soas.ac.uk/decolonisingsoas/> which is still being developed.

Hope this is useful - I've found the hardest thing is getting people started so that was the focus in our workshop.

cheers,
Jason

On 7 Jan 2020, at 15:10, Doris Dippold wrote:
Dear all

I was  wondering whether anyone has got any resources etc. on ‘decolonising the curriculum’ from the perspective of classroom pedagogy, e.g. how do university tutors ensure a variety of perspectives / (international) case studies are heard, in particular when learning spaces (e.g. large lectures) are not necessarily facilitative to discussion?

Any pointers would be welcome!

Doris



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Dr Jason Davies
http://www.ucl.ac.uk/~ucgajpd/Academic/<http://www.ucl.ac.uk/%7Eucgajpd/Academic/>

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