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1. Build group work into programmes as a skill that needs to be taught and learned and developed - it is not instinctive
2. Use a compassionate pedagogy, to help students to value diversity in groups and to build kindness into how groups interact, and understanding of the emotional context of the group to support each other to engage
3. Challenge groups' behaviours as necessary: concerns that peer marking may reflect bias or even discrimination, and understanding that this will have repercussions for future work places

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Access the recording

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1. Can students access the materials you are sharing? e.g. Use Word instead of PDFs for immersive reader availability
2. Use learning technology and other software  to embed inclusivity in everything you do - and ensure students know how to do this too e.g. using Styles in Word
2. Consider next steps: how anonymity (e.g. mentimeter, second life) can help students engage safely
3. But check for inclusivity e.g. are appropriate avatar features available, and possible issues e.g. some students choosing highly sexualised avatars
4. And how can we ensure ALL staff are engaging? Digital accessibility is a legal requirement now
5. And how can we embed both personalisation (e.g. flexibility and choosing modes of assessment) and community in a democratic yet safe way?

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Access the transcript and recording here

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Coventry Teaching and Learning Ecosystem

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Coventry Teaching and Learning Ecosystem

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 ‘Pedagogy and Practice when teaching and learning Online’ webinar, April 2022 (Kent Uni)

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 ‘Pedagogy and Practice when teaching and learning Online’ webinar, April 2022 (Kent Uni)

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Leanne Savigar-Shaw's session on interactive tools, and Chris Patnoe's session on inclusive and accessible Online leaning are most relevant to this CoP but all are interesting - including Jamie Heywood's session on wellbeing and happiness

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Webinar 13: Pedagogy and Practice when teaching and learning Online

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Share your videos with friends, family, and the world

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1. Attend a library workshop - see the Events page and search for library events, or see the intranet guide
2. Realise it takes time to develop and enhance - and it's great to even get started
3. Seek 'seed' reading lists to get you started e.g. those provided via the Library's faculty reading lists, Westminster's resource, and Kent's resource
5. Consider images, video and other resources, not just academic papers and media 'legitimised' by existing academic structures
6. Consider the wider issues beyond curriculum and expressions of power in the (typically) classroom
7. Start by decolonising yourself and questioning your own assumptions, beliefs and positionality

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The recording of the full session, including captioning, is available for UWE staff through this link

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Special Issue in Teaching in Higher Education

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Special Issue in Teaching in Higher Education

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Teaching in Higher Education - Possibilities and complexities of decolonising higher education: critical perspectives on praxis - Aneta Hayes and Greg Misiaszek joined us on 27/4/22 for a reading group based on some of the articles from this issue

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All journal articles featured in Teaching in Higher Education vol 26 issue 7-8

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Pedagogies for Social Justice » Reading Lists

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Decolonize That! podcast is a collaborative space for reflection and intervention with regards to all things decolonization.

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Decolonize That! is a collaborative space for reflection and intervention with regards to all things decolonization. We remain committed to a critique of imp...

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Boaventura de Sousa Santos: University of Bristol «Decolonising the Curriculum» Part 1

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Knowledge that is included in curriculum, who selects it and for whom are crucial questions in the design of #inclusive #curricula. What is ‘#Legitimate #Knowledge’ in your discipline? What class, race, gender and religious power struggles underpins your discipline and #teaching?

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Knowledge that is included in curriculum, who selects it and for whom are crucial questions in the design of #inclusive #curricula. What is ‘#Legitimate #Knowledge’ in your discipline? What class, race, gender and religious power struggles underpins your discipline and #teaching? https://t.co/SmbLiWqQhk

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Knowledge that is included in curriculum, who selects it and for whom are crucial questions in the design of #inclusive #curricula. What is ‘#Legitimate #Knowledge’ in your discipline? What class, race, gender and religious power struggles underpins your discipline and #teaching? pic.twitter.com/SmbLiWqQhk
— Danielle M Hinton (SFHEA) 🇦🇺🇬🇧🇹🇿 (@hintondm) September 5, 2019

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Knowledge that is included in curriculum, who selects it and for whom are crucial questions in the design of #inclusive #curricula. What is ‘#Legitimate #Knowledge’ in your discipline? What class, race, gender and religious power struggles underpins your discipline and #teaching? https://t.co/SmbLiWqQhk

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Knowledge that is included in curriculum, who selects it and for whom are crucial questions in the design of #inclusive #curricula. What is ‘#Legitimate #Knowledge’ in your discipline? What class, race, gender and religious power struggles underpins your discipline and #teaching? https://t.co/SmbLiWqQhk

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Knowledge that is included in curriculum, who selects it and for whom are crucial questions in the design of #inclusive #curricula. What is ‘#Legitimate #Knowledge’ in your discipline? What class, race, gender and religious power struggles underpins your discipline and #teaching?

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Decolonising Education: From Theory to Practice Archives - FutureLearn

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Welcome to this course on Decolonising Education: From Theory to Practice. In this video, we introduce the course as a whole, but concentrate on what you might expect in week ...

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The University-led plan is overseen by the Race Equality Charter Self-Assessment Team Co-Chairs, Dr Ray Amith and Professor Shane O'Neill as well as the Race Equality Officer, Hinna Sheikh.

The Decolonise Keele Network (DKN), a consortium of staff and students, are working at the grass-roots level to embed DTC within Schools. DKN have veen very active and instrumental in furthering the DTC agenda here at Keele and numerous members of the group have been invited to speak at other institutions about their work.

Our strategy is to ensure that all Schools within the University are actively engaging with the DTC work through the creation of bespoke DTC action plans. These plans are being formulated by student-staff working groups and will form the basis of the DTC work in each School.

To aid in these plans we delivered a series of Faculty-specific workshops to help staff better understand DTC, how to embed it into their curricula and also had open and honest conversations about potential barriers.

We have also developed a staff guide to decolonising the curriculum, which can be downloaded from this page. This contains more theory behind DTC, examples to help embed DTC in the three Faculties, examples from other institutions, as well as useful resources.

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The University-led plan is overseen by the Race Equality Charter Self-Assessment Team Co-Chairs, Dr Ray Amith and Professor Shane O'Neill as well as the Race Equality Officer, Hinna Sheikh. The Decolonise Keele Network (DKN), a consortium of staff and students, are working at the grass-roots level to embed DTC within Schools.

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The Decolonising SOAS Working Group has developed the Learning and Teaching Toolkit for Programme and Module Convenors. This toolkit is intended to act as a briefing for programme and module convenors on what 'decolonising' learning and teaching might entail.

As teachers, we want to think about how to overcome the intellectual limits and structural disadvantages embedded in current curricula and pedagogies. At its root, decolonisation is about making what we teach and how we teach it more responsive to the problems of colonial and racialised privilege and discrimination within our teaching practice. The toolkit is also available for download as a PDF.

Here you can find other resources on decolonising learning and teaching, including how-to guides, academic literature and blog posts.

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The Decolonising SOAS Working Group has developed the Learning and Teaching Toolkit for Programme and Module Convenors. This toolkit is intended to act as a briefing for programme and module convenors on what 'decolonising' learning and teaching might entail. As teachers, we want to think about how to overcome the intellectual limits and structural disadvantages embedded in current curricula and pedagogies.

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University of Kent decolonisation padlet

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University of Kent decolonisation padlet

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Book by D Tran - Decolonizing UniversityTeaching and Learning

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Book by D Tran - Decolonizing UniversityTeaching and Learning

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Decolonizing University Teaching and Learning considers apprehensions around decolonizing and offers a summary of key arguments within critical discussion around its meaning and value through engagement with a growing body of literature. The contextually based and complex discussions concerning decolonization means one cannot be guided through the process in a particular way. Therefore, the text is not intended to be read as a handbook for decolonizing teaching and learning, nor is it an anthropologically oriented text. Drawing on Critical Race Theory, the book highlights the benefits of decolonizing teaching and learning for all students and staff. This book offers up the TRAAC model as an entry point for challenging conversations. By bringing together questions raised within existing scholarly discussions, the TRAAC model provides prompts to instigate deeper reflections around decolonizing by way of supporting colleagues to start a productive dialogue. Through these critically reflective and reflexive conversations, action-oriented discussions can simultaneously take place. The value of this book lies in the contributions from authors based across a number of universities and disciplines. Reflecting on personal experiences, staff and student relationships, subject specific challenges, and wider issues within HE, the contributions are grounded in the employment of the TRAAC model as a mode of entry into discussing particular issues around decolonizing teaching and learning.

List of Figures
Notes on Contributors
Preface
Acknowledgements

Introduction
1. What does it mean to Decolonize Teaching and Learning?
2. What is Good Development?, with contributions from Nelly Kibirige (London Southbank University, UK) and Bernadine Idowu-Onibokun (University of West London, UK)
3. The TRAAC Model (Teaching approach, Relationship, Activity and Assessment, and Content)
4. Bringing Together Materials for a Decolonized Curriculum, with contributions from Jason Arday (Durham University, UK) and Joanne Dunham (University of Leicester, UK)
5. Moving Away From Passive Inclusivity
6. Staff and Student Perceptions, with contributions from Ryan Carty (De Montfort University, UK), Rahma Elmahdi (Imperial College London, UK), and Emilie Fairnington (De Montfort University, UK)
7. Delivery and Power Dynamics
8. Implementing the TRAAC Model across Disciplines, with contributions from Paul Breen (University of Westminster, UK), Anthony Cullen (Middlesex University, UK), Rahma Elmahdi (Imperial College London, UK), Peter Jones (University of Greenwich, UK), Savvas Michael (University of Law, UK), and Dawn Reilly (University of Greenwich, UK)
Conclusion

References
Index

[Tran] shows readers what the benefits of decolonizing university teaching and learning are for students, faculty, and institutions as a whole. Bringing together contributions from a wide variety of scholars - from a range of disciplines including sports science and law - she provides the TRAAC model for teachers and practitioners to reflect upon classroom experiences and the student experience more broadly. PGCHE students, university teachers, and university communities at large would benefit from reading, and using, this book.

Rashi Rohatgi, Associate Professor of Education and the Arts, Nord University, Norway

This volume approaches the challenging but important issues of decolonizing higher education with a refreshing trans-disciplinarity. The book's commitment to offering robust practical ideas makes it necessary reading not only for students and scholars but also for anyone involved in higher education administration, management and policy-making.

Reza Gholami, Reader in Sociology of Education, University of Birmingham, UK

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Decolonizing University Teaching and Learning

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Decolonizing University Teaching and Learning considers apprehensions around decolonizing and offers a summary of key arguments within critical discussion around its meaning and value through engagement with a growing body of literature. The contextually based and complex discussions concerning decolonization means one cannot be guided through the process in a particular way.