Engaging critically with power and hierarchies in our curricula
To decolonise means looking at what we teach, how we position what we teach in its context, how we are positioned as teachers and learners, especially in relation to others who may not share this position and privilege. It considers how we challenge perspectives through critical engagement and challenge power and hierarchies in our learning and teaching, against the backdrop of our challenging history of colonial practice. Decolonising curricula involves addressing the history of disciplines, how knowledge was created and by whom.
This workshop will allow departments to determine their priorities in this area and take tangible steps to challenge what is considered ‘central’ in their learning and teaching environment, giving the opportunity for diverse voices and experiences to be explored in their courses, whether in design or delivery.
Suggested running time: 1hr, 90mins or 2hrs
Key outcomes for participants
- Outline the role of decolonising work.
- Recognise the concerns of their student voice, especially from marginalised communities.
- Evaluate the academic experience of underrepresented students, including new insights from student engagement work at Bath.
- Define resources and frameworks which will help them make practical commitments to challenging content, assessment, and power hierarchies in learning and teaching.
- Identify opportunities to join up approaches to decolonising the curriculum with schools engagement, outreach, Equality, Diversity and Inclusion initiatives.