THE podcast: an interview with Ngiare Brown, chancellor of James Cook University Ngiare Brown is the first female and the first indigenous chancellor of James Cook University. Here she shares what she hopes to achieve during her tenure, including making higher education a place for indigenous students Ngiare BrownJames Cook University
Indigenous knowledge provides skills for lifelong learning that AI cannotIndigenous ways of knowing can provide skills and strategies for learning that could assist educators in addressing the climate emergency, decolonisation and balance the outsourcing of knowledge to AI, Alexandra Sherlock writesAlexandra Sherlock RMIT University
Decolonisation as a driver for the Sustainable Development GoalsHow decolonial approaches can underpin and drive work to achieve the Sustainable Development Goals across higher educationSean Porter, Eleanor CookUniversity of Exeter
Decolonising interview methods: a call to look to the moonThe interview process often rests on colonial perceptions of what counts as knowledge, how knowledge is generated and who ‘owns’ it. But researchers can use orienting questions to reflect upon and decentre this approachRosalind Edwards, Teah Carlson , Rachel LiebertUniversity of Southampton, Massey University, University of East London
Bring staff and students together to decolonise in seven stepsSeven stages to decolonising a curriculum, drawing lessons from a staff-student collaboration to decolonise the teaching of geography Caitlin Kight, Eleanor CookUniversity of Exeter
Can we really decolonise the university?To explore what is possible, non-Indigenous scholars Mahdis Azarmandi and Sara Tolbert offer an anticolonial feminist praxis for unsettling settler institutionsMahdis Azarmandi , Sara Tolbert Te Whare Wānanga o Waitaha | University of Canterbury
Power and possibility: the role of universities in decolonisation The question of decolonisation has grown in prominence in higher education in the past decade. Foluke Adebisi looks at why the concept is so often misinterpreted – and what is needed for universities to do it wellFoluke Adebisi University of Bristol
Decolonisation to Indigenisation: how can institutions centre Indigenous knowledge? Beyond the concept of decolonisation is the process of Indigenisation. Here, Raelee Lancaster provides four reflective questions that institutions can ask themselves when considering how to respect and elevate Indigenous knowledgeRaelee Lancaster The University of Queensland
Why learning to listen will help you avoid ‘helicopter research’ and make you a better science communicatorA year of failed fieldwork in Africa led Sallie Burrough to ask questions about how researchers interact with the societies they work in. Here, she shares five tips for transparent, inclusive practicesSallie BurroughUniversity of Oxford
THE podcast: how to deal with the legacy of empire in higher educationHear from a historian who sees decolonisation as a by-product of his scholarship and a mathematician who is using original sources to teach the global history of the disciplineFarish A. Noor , Brigitte StenhouseUniversity of Malaya, The Open University
Why is self-reflection core to decolonisation and anti-racism in the academy? To move beyond rhetoric, hollow commitments and well-intentioned one-time efforts, we must hold ourselves accountable, says a team from Simon Fraser UniversityMultiple authorsSimon Fraser University
Steps to decolonise higher education: after yourself, change the curriculumOpening the curriculum to First Nations’ histories and knowledge is a key part of decolonisation, as lisahunter and Karen Lambert explain in this second part of their serieslisahunter, Karen LambertMonash University
The history versus fiction debate revisited (again) thanks to ‘The Crown’In the wake of the notorious television series it feels more crucial than ever that faculty reiterate to students the difference between historical fact and fictionFarish A. Noor University of Malaya
Primary sources as a tool for greater diversityPrimary sources can be used to diversify curricula and bring in marginalised voices. Jade G. Winn and Michaela Ullmann explain what library teams can do to support faculty and students in finding and assessing diverse materialsJade G. Winn , Michaela UllmannUniversity of Southern California
How to decolonise initial teacher education: start with yourself Decolonisation has the potential to rattle higher education’s sandstones and ivory towers, yet many struggle to know where to start. Karen Lambert and lisahunter use the context of initial teacher education in Australia to explain that it starts with youKaren Lambert, lisahunterMonash University
Decolonising the curriculum through collaboration, partnership and disseminationTips on how to decolonise curricula through collaboration, partnership and dissemination, from four university educatorsMultiple authorsUniversity of Reading
Decolonising learning through access to primary sourcesMathematicians have always looked at old problems in new ways. A database of original sources will give university-level mathematics students a global, historical view of their subjectJune Barrow-Green , Brigitte StenhouseThe Open University
A global effort to decolonise a reading list Academics and students from five countries worked together to decolonise a reading list for a public health module, through a global lens. Here, they describe how they did itZheng Feei Ma, Kim Duffy, Juming ShenUniversity of the West of England Bristol, Xi’an Jiaotong - Liverpool University
Why higher education should take an EDI lesson from Kendrick LamarThe Pulitzer-winning rapper’s disdain for performative activism contains lessons for universities who espouse their good intentions rather than enact changeJT TorresQuinnipiac University
THE Campus webinar: decolonising the curriculumA panel of academics from THE Campus+ institutions in the UK and Australia discuss the what, why and how of decolonising the curriculumTHE Campus teamCampus
Decolonising your learning resources: representation mattersFind out what steps can be taken to review your learning resources from an anti-racism lens and why this is important for both ethnic minority and white studentsMusarrat Maisha Reza, Amy McEwan, Emily Calvo-HobbsUniversity of Exeter
Decolonising medicine, part three: uncovering the full picture with silenced voices and historiesLecturers should ensure they present the full picture when teaching medicine, detailing exploitation and marginalisation of certain groups in the advancement of medical science, as Musarrat Maisha Reza and Emily Calvo-Hobbs explainMusarrat Maisha Reza, Emily Calvo-HobbsUniversity of Exeter
Does decolonisation in the West do anything for the developing world?Expanded reading lists do little for the student whose visa is denied because there’s not enough money in their parents’ bank account, says Farish A Noor Farish A. Noor University of Malaya
Can there ever be a neat history of colonialism?People today seem to want their history to be linear and totalising, but it is only by addressing the messiness of the past that we can understand the presentFarish A. Noor University of Malaya
Decolonising medicine, part two: empowering studentsThe decolonisation of medicine involves making students active agents of their learning and designing assessments relevant to the skills gained through the process, as Musarrat Maisha Reza explains in her second advice resource on the topicMusarrat Maisha RezaUniversity of Exeter
Decolonising medicine, part one: taking the first stepsDecolonisation should not be limited to arts and social sciences, but many struggle with how to apply it across STEM disciplines. In her first resource, Musarrat Maisha Reza shares advice on effective approaches to decolonising medicineMusarrat Maisha RezaUniversity of Exeter
THE podcast: what does it mean to decolonise a library? Find out what is involved in decolonising a library from the editors of a book drawing together global perspectives on the subjectJess Crilly, Regina EverittUniversity of East London
How to support academic staff starting the journey of decolonising the curriculumHow do you support the endeavours of academic staff and build student voice into an institution-wide effort to decolonise the curriculum? Mhairi Taylor and Nighet Riaz share lessons from the University of Glasgow’s action planMhairi Taylor, Nighet RiazUniversity of Glasgow
Competing hierarchies of oppression: why is race a lower priority?Gender is often given priority in HE because it’s seen as a universal concern that affects all women, but this ignores racism within gender equality work, says Kalwant BhopalKalwant BhopalUniversity of Birmingham
Challenging Islamophobia across higher educationIbtihal Ramadan explains why Islamophobia remains absent from many universities’ efforts to tackle racism and what steps can be taken to address the problem at an institutional and individual levelIbtihal RamadanSwansea University
Decolonising the curriculum – how do I get started? Rowena Arshad provides pointers for any teaching academics considering how to get started on decolonising their curriculum Rowena ArshadThe University of Edinburgh