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Only a fifth of UK universities have committed to reforming their curriculum to confront the harmful legacy of colonialism, an investigation by the Guardian has found.The five years of data collected by the Office for Students shows huge variations in how universities in England admit, retain and award degrees to their students based on their sex, economic background and ethnicity, with the figures showing especially wide gaps in attainment for black students compared with other ethnicities. Among the worst offenders were Canterbury Christ Church University, where the attainment gap was 41 percentage points, followed by the University of Gloucestershire, Sheffield Hallam University and the University of the West of England, with gaps of 30 points or more.Responses to freedom of information (FoI) requests from 128 universities in the UK revealed that only 24 said they were committed to decolonising the curriculum. Of those, 11 were committed to reform across the whole institution, with most efforts confined to a few departments, or just one, or a handful of academics and students.

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Only a fifth of UK universities have committed to reforming their curriculum to confront the harmful legacy of colonialism, an investigation by the Guardian has found.The five years of data collected by the Office for Students shows huge variations in how universities in England admit, retain and award degrees to their students based on their sex, economic background and ethnicity, with the figures showing especially wide gaps in attainment for black students compared with other ethnicities. Among the worst offenders were Canterbury Christ Church University, where the attainment gap was 41 percentage points, followed by the University of Gloucestershire, Sheffield Hallam University and the University of the West of England, with gaps of 30 points or more.Responses to freedom of information (FoI) requests from 128 universities in the UK revealed that only 24 said they were committed to decolonising the curriculum. Of those, 11 were committed to reform across the whole institution, with most efforts confined to a few departments, or just one, or a handful of academics and students.

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Colonised curriculum uphold power structures, negative representations, deficit models etc.

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When we insist on only peer-reviewed journal articles as sources, we end up with mainly white scholars from the Global North because they have privileged access to academic publishing.

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It's not just about decolonising the institution, we have a responsibility to decolonise ourselves too.

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How could the OU teach and create teaching materials in languages other than English?

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I think it's interesting, too, that many   professional disciplines make the argument that students  an Anglo-Saxon education (often using the employability rationale), so they don't  to provide as many different voices in their teaching.

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I think it's interesting, too, that many   professional disciplines make the argument that students  an Anglo-Saxon education (often using the employability rationale), so they don't  to provide as many different voices in their teaching.

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It's the morally right thing to do.
It meets our mission fully.
Our systems, structures and processes need to meet the needs of all staff and students.
We should reflect society.
It will improve everything we do - and make us inclusive for/of all.

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I definitely would like to see a move toward multi-lingual literature reviews.  I wonder how we can make this more accessible to our students who speak just English. Clearly, we ought to support language studies, but barring this, how could we do this?  I think this is so important.

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I definitely would like to see a move toward multi-lingual literature reviews.  I wonder how we can make this more accessible to our students who speak just English. Clearly, we ought to support language studies, but barring this, how could we do this?  I think this is so important.

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Decolonising knowledge creation is essential - huge implications for our PG research programmes!

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Decolonising knowledge creation is essential - huge implications for our PG research programmes!

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We should decolonise the curriculum because as a university we have a social mission, we need to address the award gap and we have to demonstrate that we are open to to all people. How can we be open, if we can't see ourselves in the curriculum!

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In developmental psychology, the overwleming majority of scholars whose thought we teach are white scholars from the Global North. And they mostly study the childhoods of white children in the Global North.
Where we teach research about children in the South, the researchers are white researchers from the North and so look through an "othering" lens

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It is about making sure that the curriculum is inclusive and reflects the experience of all students. A curriculum that does not reify the existing unconscious biases.

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Open University to me has been inclusive and forward thinking.

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From the early translations of the Bible through our being forced via a structured colonial education system and language racism, we have been made to feel that our knowledge is what they (the colonial powers and their inheritors) teach us. But we're not ignorant. 

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From the early translations of the Bible through our being forced via a structured colonial education system and language racism, we have been made to feel that our knowledge is what they (the colonial powers and their inheritors) teach us. But we're not ignorant. 

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Universities have a role to play in ensuring students understand that knowledge is not and was not created solely by people (mostly men) in the Global North.

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It's about recognising how Whiteness and how White supremacy plays out in what is taught/learnt/researched

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We need to decolonize all aspects of our thought, both in the colonies and in the colonial powers because the colonial thought is built on racist and patriarchal ideologies.   

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We need to decolonize all aspects of our thought, both in the colonies and in the colonial powers because the colonial thought is built on racist and patriarchal ideologies.   

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From my very limited knowledge, decolonization of curriculum means understanding where the knowledge that we include in teaching comes from, and how the long shadow of colonialism is reflected in coloniality. So in our discipline in particular, the curriculum is dominated by white voices from the global north and makes very little space for those from the global south. But there is much more to it then this - I'm just not well versed enough to write more 

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From my very limited knowledge, decolonization of curriculum means understanding where the knowledge that we include in teaching comes from, and how the long shadow of colonialism is reflected in coloniality. So in our discipline in particular, the curriculum is dominated by white voices from the global north and makes very little space for those from the global south. But there is much more to it then this - I'm just not well versed enough to write more 

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Q4. How are colonisation/decolonisation and racism are linked?

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Q4. How are colonisation/decolonisation and racism are linked?

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Q3. What are your expereinces of colonisation in universities?

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Q3. What are your expereinces of colonisation in universities?

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In my opinion, the right decolonization of the curriculum, is re-writing the curriculum and expelling them from the Colonial Experience. Actually, transforming the curriculum into your country, taking into account your culture, history, and consciousness. Movements to Self-Determination.

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Decolonization is repatriating thought, renewing our society's learning that it develops for us

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Decolonization is repatriating thought, renewing our society's learning that it develops for us

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Q1. What is decolonisation of scholarship/curriculum?

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Q1. What is decolonisation of scholarship/curriculum?