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Knowing and understanding the colonial context of subjects and phenomena and the historical and ongoing impacts and legacies of this AND seeking ways to address and undo/repair this impact

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de-centering white/Euro/Western centric institutions of knowledge production and modes of action

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de-centering white/Euro/Western centric institutions of knowledge production and modes of action

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process that involve educating to promote diversity of thoughts and respect of different sources of knowledge

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process that involve educating to promote diversity of thoughts and respect of different sources of knowledge

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Often misconstrued to be narrowly focussed on curricula

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Often misconstrued to be narrowly focussed on curricula

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recognising and dismantling historic patterns of power and injustice

# data[].attributes.subject
recognising and dismantling historic patterns of power and injustice

# data[].attributes.body
moving away from coloniality influences to be more inclusive and diversity friendly

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politicised concept .. which can and cannot be helpful

# data[].attributes.subject
politicised concept .. which can and cannot be helpful

# data[].attributes.body
Trying to understand how coloniality has shaped my own a) academic discipline b) perspectives, subjectivities and attitudes

# data[].attributes.body
Challenging the dominance of Western knowledge, pedagogy and research

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Currently seeking knowledge of its effects upon my modes of understanding and practices

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Currently seeking knowledge of its effects upon my modes of understanding and practices

# data[].attributes.headline
Recognising my own relation to its history, both subjectively and in terms of my discipline.

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Recognising my own relation to its history, both subjectively and in terms of my discipline.

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Respecting and learning from different ways of knowing

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Recognising that 'knowledge' is dominated by white, western culture and taking steps to change this and redress the balance to bring in other voices and forms of knowledge.

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Recognising that 'knowledge' is dominated by white, western culture and taking steps to change this and redress the balance to bring in other voices and forms of knowledge.

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continuous innovation in our ideas and practices 

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continuous innovation in our ideas and practices 

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That there is also an important distinction between 'decolonisation' and 'decoloniality' (as an ongoing process without a 'finish')

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Starting to understand that I operate within this structure and needing to challenge my previously accepted assumptions.

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Starting to understand that I operate within this structure and needing to challenge my previously accepted assumptions.

# data[].attributes.body
Need to challenge my own assumptions and biases

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Accepting that we will continue to make mistakes and that will be part of our transition

# data[].attributes.subject
Accepting that we will continue to make mistakes and that will be part of our transition

# data[].attributes.headline
decolonisation is a multifaceted, multi-layered process, that includes, but not limited to: challenging and decentring whiteness both as an epistemology and an operation for power, recognising alternative forms of knowledge/knowledge production, challenging the whiteness of academia/eurocentrism.  

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decolonisation is a multifaceted, multi-layered process, that includes, but not limited to: challenging and decentring whiteness both as an epistemology and an operation for power, recognising alternative forms of knowledge/knowledge production, challenging the whiteness of academia/eurocentrism.  

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We need to see the students as partners in the process not impose our ideas of what decolonisation means

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Experiences of empire and its resistance 

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Experiences of empire and its resistance 

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There's an interesting article by Katherine Wimpenny at Coventry about how academics need to decolonise ourselves before we can decolonise the curriculum (or maybe as part of the process)

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reflection, action and reflection-in-action, 

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reflection, action and reflection-in-action, 

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Disciplinary diversity exists and there are communities that understand the concept as 'research matter' and those that don't .... so bringing these communities together is important

# data[].attributes.subject
Disciplinary diversity exists and there are communities that understand the concept as 'research matter' and those that don't .... so bringing these communities together is important

# data[].attributes.headline
 .. do we need to decolonise decolonisation

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 .. do we need to decolonise decolonisation

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Decolonisation is ongoing and ever present. It is seen in the epistemic narrowing of history, in the rationalisation of eurocentrism, the appraisal of colonialism as modernity, the erasure of culture through soft power, the imposition of ideology through neo-liberal structures and the domination of what is seen as best! Decolonisation is taking a step back and identifying these blurred lines and erasing them. The quest for epistemic freedom, the quest for local voices and the road to truth in all its entirety and not just as a narrative. MM

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As a person from the global south, the coloniality of the world is a direct reflection of my people. These structures still existent is shaping how life should be and how life is dictated to be. The major problem is how coloniality is weaved into structures and perpetuated into the subconscious metrics of our daily lives. MM

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Drawing from the intention of my ongoing research, I believe it starts from decolonizing and reforming the educational sector from the earliest form of education. As a child, I was trained to believe that everything European /American is what I should emulate to be and everything indigenous to my home should be locked at home. That mindset subsequently leads to brain drain because the educational system trains you for a world that is foreign and you end up being a misfit in your own home. The educational system needs to be the base of this movement and stop the perpetuation of coloniality. MM

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We have to fight against Culturicide in the global south through the promotion of Culture with a focus on - History, Language, and Tradition. MM

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Diverse, empowered voices and reflective educational policies and institutional practices. 

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Diverse, empowered voices and reflective educational policies and institutional practices. 

# data[].attributes.headline
In an institution or organisation that is yet exposed to decoloniality or made aware of how to go about it, I should and could be an agent to transformative change and practices within my circle - starting small by including more voices into decision-making, planning, reflecting, self-reflecting on current praxis and think about how they could be better improved, empowering individuals to impact bigger bottom up-top down policies. 

# data[].attributes.subject
In an institution or organisation that is yet exposed to decoloniality or made aware of how to go about it, I should and could be an agent to transformative change and practices within my circle - starting small by including more voices into decision-making, planning, reflecting, self-reflecting on current praxis and think about how they could be better improved, empowering individuals to impact bigger bottom up-top down policies. 

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A resource to apply the concept to a discipline or subject.

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A resource to apply the concept to a discipline or subject.

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Towards Anti-racist Legal Pedagogy: A Resource-https://research.kent.ac.uk/decolonising-law-schools/

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Towards Anti-racist Legal Pedagogy: A Resource

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These subjects tend to be neglected from attention to 'diversify' the curriculum due to the perception that the regulatory requirements limit what can be taught. However, as Professor Steven Vaughan (2016) has highlighted many of us are unaware of the expansive remit of what can be taught in these modules. Given the increasing impetus and recognition of the scale specifically of racial injustices within the Higher Education sector and professional fields, clearly the time is right for teachers to ensure that we are working towards developing an anti-racist legal pedagogy

Chapter outline

Chapter one: outlines the drivers for change underlying the emerging regulatory framework seeking to address inequalities relating to race and education more broadly in HE and in relation to gaps in legal education. It also explores the experiences of racism in HE and highlights the work of the HEFCE Consortium of five universities who have developed an inclusive curriculum framework which acts as a benchmark of current good practice in the sector

Chapter two: outlines the methodology, theoretical framework and tensions in terminology from inclusion to decolonising

Chapter three: draws on existing literature and inclusive curriculum resources highlighting key elements to assist teachers prepare the ground for developing a more anti-racist curriculum and classroom

Chapter four: highlights existing examples of good practice in legal education gathered through interviews specifically with law school teachers and an online survey in the five QLD subjects and an Introduction to Law module.

Feedback & Crowdsourcing

Please get in touch via the feedback form or the 'post a comment' box below. We would be delighted to receive:

comments or feedback from your practice as a result of this resource or

suggested contributions to this working document which we hope to continue on a crowdsource basis and/or

confirmation of your interest in joining a network of law school teachers who would like to stay in touch to share good practice.

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Home - Towards Anti-racist Legal Pedagogy: A Resource

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These subjects tend to be neglected from attention to 'diversify' the curriculum due to the perception that the regulatory requirements limit what can be taught. However, as Professor Steven Vaughan (2016) has highlighted many of us are unaware of the expansive remit of what can be taught in these modules.