So you’ve decolonised your reading list – what’s next?

Many higher education curricula still reflect a narrow range of voices and perspectives. This is not always intentional. Many modules rely on reading lists and examples that have been passed down over time, reinforced by disciplinary traditions and accreditation requirements. However, when students do not see themselves, their communities or their histories reflected in the curriculum, they may question whether they belong in the academic space at all. Representation matters because it sends a powerful message about whose knowledge is valued and whose experiences are considered legitimate sources of insight.

A curriculum dominated by a single cultural or geographic perspective can also limit critical thinking for all students. It narrows how problems are framed and reduces opportunities to engage with alternative experiences and knowledge. An intellectually rigorous curriculum requires us to rethink representation.

Beyond decolonisation

One of the most common responses to representation concerns is to diversify, or “decolonise”, reading lists. While this is a crucial step, it is rarely sufficient on its own. Adding a small number of texts by scholars from marginalised backgrounds without changing how the curriculum is framed can unintentionally reinforce the idea that these voices sit outside the discipline’s core.

A more meaningful approach involves rethinking how knowledge is framed. For instance, examine which theories are presented as foundational, which perspectives are described as alternatives, and whose work is used to frame key debates. 

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• How to support academic staff starting the journey of decolonising the curriculum

In practice, this might mean reordering reading lists so that diverse scholars appear early rather than as optional additions. Consider drawing on scholarship from diverse cultural contexts to introduce core concepts, rather than relying solely on Western theorists, for example. Such shifts treat diverse knowledge traditions as central, not supplementary.

Find a balance

Challenging dominant narratives does not require rejecting established scholarship. Instead, it involves placing them in dialogue with other traditions. For example, in social sciences and education, this might mean teaching canonical theories alongside critiques grounded in postcolonial, feminist or Indigenous perspectives. In business or health-related disciplines, it might involve comparing models developed in different economic or cultural contexts. These approaches help students understand that knowledge is shaped by social and historical conditions, fostering a balanced perspective.

Make curriculum choices transparent 

Students often notice gaps in representation but are unsure how to raise them. To address this, consider making the reasoning behind curriculum choices explicit. Explain why you have selected particular texts, acknowledge limitations in coverage and invite students to suggest additional perspectives to show that the curriculum can be questioned and refined, rather than accepted uncritically. 

This approach also reduces defensiveness when discussions about race, culture or power arise. When educators model reflective engagement with curriculum design, students are more likely to engage thoughtfully rather than seeing these conversations as confrontational.

Use lived experience as a legitimate source of learning

Students from under-represented backgrounds bring valuable lived experience into the classroom. Creating space for these experiences to inform discussion can deepen learning and make abstract concepts more tangible.

This does not mean asking students to speak on behalf of entire communities. Instead, it involves recognising experience as a form of insight while ensuring that no individual is positioned as a spokesperson. In my own teaching, when addressing topics related to culture or inequality, I begin with anonymised case studies or research findings and invite all students to reflect individually before moving into small-group discussion. I make it explicit that contributions should focus on analysing the case rather than sharing personal experience, and that disclosure is always voluntary. Structured reflection, clear ground rules and carefully facilitated discussion help to create space for multiple perspectives without placing undue pressure on minoritised students. When done well, this approach enriches the learning environment for everyone.

Empowering staff to rethink representation

Many educators hesitate in this area because of fear of making mistakes or saying the wrong thing. While understandable, avoiding the issue altogether is not the answer. Developing confidence is less about having all the answers and more about cultivating reflective practice.

Engaging with colleagues, attending development sessions or using inclusivity toolkits can help staff interrogate their assumptions and share responsibility for change. Minor, iterative adjustments are often more sustainable than large-scale overhauls. Over time, these changes can reshape students’ experiences of the curriculum in meaningful ways.

Representation as an ongoing academic responsibility

Rethinking representation in the curriculum does not simply mean revising reading lists. It is an ongoing academic responsibility that evolves alongside disciplines, student cohorts and global contexts. When educators take representation seriously, they create curricula that are more intellectually honest, socially responsive and pedagogically effective.

For students who have historically felt marginalised within higher education, seeing their knowledge and experiences reflected in the curriculum can be transformative. For all students, engaging with diverse knowledge traditions strengthens critical thinking and prepares them for a complex world. Representation, when approached thoughtfully, is not just an inclusion strategy, but a marker of academic excellence.

Patrice Seuwou is an associate professor of learning and teaching and the director of the Centre for the Advancement of Racial Equality at the University of Northampton. 

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