# data[].attributes.headline
Understanding and explaining why the curriculum needs to be decolonised - to students and colleagues. 

# data[].attributes.subject
Understanding and explaining why the curriculum needs to be decolonised - to students and colleagues. 

# data[].attributes.headline
A system which values the achievements of everyone

# data[].attributes.subject
A system which values the achievements of everyone

# data[].attributes.headline
Rethink why you are thinking like that. Pinpoint the root and critique it. It's not necessarily dismantling whiteness.  

# data[].attributes.subject
Rethink why you are thinking like that. Pinpoint the root and critique it. It's not necessarily dismantling whiteness.  

# data[].attributes.body
If we're decolonising, how do we manage accepting multilingual reading lists?

Good practice = Japanese Studies, looked at production of knowledge.

# data[].attributes.headline
Important - but how do we decolonise our thinking? It's not just about the literature. 

# data[].attributes.subject
Important - but how do we decolonise our thinking? It's not just about the literature. 

# data[].attributes.headline
Increased workload, not enough time to do the work. 

# data[].attributes.subject
Increased workload, not enough time to do the work. 

# data[].attributes.headline
Heirarchies in how knowledge is constructed. Can we recalibrate how we judge knowledge and develop it and share it?

# data[].attributes.subject
Heirarchies in how knowledge is constructed. Can we recalibrate how we judge knowledge and develop it and share it?

# data[].attributes.body
Fully decolonised education takes into account multilingualism.

# data[].attributes.headline
Any voices other than those of the dominant group!

# data[].attributes.subject
Any voices other than those of the dominant group!

# data[].attributes.headline
Can we decolonise critical thinking? So it's the critical discussions that matter -- linked to the reading list being decolonised etc

# data[].attributes.subject
Can we decolonise critical thinking? So it's the critical discussions that matter -- linked to the reading list being decolonised etc

# data[].attributes.body
The discussion of 'decolonisation' puts a label on people e.g. putting the label 'people of colour' does not relate to me.

Why does the university continue to use the term BAME? There are so many people this does not apply to.

We should be allowed not to talk about race and culture e.g. from some countries where it is not safe to talk about this.

# data[].attributes.headline
The subjects where decolonising is an issue. Q

# data[].attributes.subject
The subjects where decolonising is an issue. Q

# data[].attributes.body
In America, it would be the ethnicities or people whose educational advancement has been slowed, stalled, underfunded, segregated etc.

# data[].attributes.headline
The way knowledge is produced, looking at the main journals and very eurocentric and Western, with philsophy of science very Western centric. Need to include research from other parts of the world.

# data[].attributes.subject
The way knowledge is produced, looking at the main journals and very eurocentric and Western, with philsophy of science very Western centric. Need to include research from other parts of the world.

# data[].attributes.headline
It's not just about voices but the whole system or structures. Linked to supporting all students to succeed.

# data[].attributes.subject
It's not just about voices but the whole system or structures. Linked to supporting all students to succeed.

# data[].attributes.headline
In addition to this - other ways of thinking. Not necessarily all voices included as how can you do that and how do you choose?

# data[].attributes.subject
In addition to this - other ways of thinking. Not necessarily all voices included as how can you do that and how do you choose?

# data[].attributes.headline
Voices of those up to now marginalised, thinking about those impacted especially by colonialism

# data[].attributes.subject
Voices of those up to now marginalised, thinking about those impacted especially by colonialism

# data[].attributes.headline
Creating a learning environment where all people are seen and represented.

# data[].attributes.subject
Creating a learning environment where all people are seen and represented.

# data[].attributes.headline
The diverse patient population experiences (medicine and dentistry). Need to collect that infomration. Sometimes we don't know what we don't know -- need reserach and scholarship

# data[].attributes.subject
The diverse patient population experiences (medicine and dentistry). Need to collect that infomration. Sometimes we don't know what we don't know -- need reserach and scholarship

# data[].attributes.body
The decolonisation conversations happening at the moment are from a British perspective.
"I come from a former colony (HK. Singapore) and I never hear my voice".
All the discussions here do not take into account the colonial / decolonial relations between the different countries which are represented at our Uni.
At the moment, we're talking about British colonialism, not the intersection.

# data[].attributes.body
Curricula are often very Eurocentric but this is rarely acknowledged. The omission of marginalised voices and perspectives is a problem for students, staff and practitioners. e.g. for first-generation students suffering from imposter syndrome and feeling that they don't belong [e.g they feel different to white, middle class staff and peers]. This overlooks how significantly people of colour contributed to our disciplines [e.g. medicine]. Seeing their identities reflected in staff and teaching materials shapes one's identity as a learner. It is also important for white students to realise that other races and civilisations have contributed a lot and have a great deal to offer.

# data[].attributes.headline
Understanding it, acknowledging it, and deciding on next steps relevant to the individual

# data[].attributes.subject
Understanding it, acknowledging it, and deciding on next steps relevant to the individual

# data[].attributes.body
Non-western viewpoints

# data[].attributes.body
We don't always consider decolonising in the STEM context. Need to hear voices from other scientific positions. Great examples in Australia where they listened to indigenous perspectives.

# data[].attributes.body
Very different in other countries e.g. Spain, Japan.

# data[].attributes.body
Decolonisation means to analyse the standard narrative in education and include other perspective to question standard practice and gaps.

# data[].attributes.body
Having a lack of definition from the Uni which can be problematised is difficult.

# data[].attributes.headline
Different for different people so challenging knowing where to start in addressing it

# data[].attributes.subject
Different for different people so challenging knowing where to start in addressing it

# data[].attributes.headline
Student perspective - not having chance to understand things that are relevant to their background. And where it all fits. 

# data[].attributes.subject
Student perspective - not having chance to understand things that are relevant to their background. And where it all fits. 

# data[].attributes.body
Rather than 'whose voices', maybe we should look at whose voices are we trying to level out / make less prominent.
We could say that this is the white Western male. And so, there is everyone else.

# data[].attributes.body
The voices that are present and valued and those that aren't.

# data[].attributes.headline
Useful to consider what decolonisings means for academic communities in STEM subjects. 

# data[].attributes.subject
Useful to consider what decolonisings means for academic communities in STEM subjects. 

# data[].attributes.body
Acknowledging the past, identifying what was right and what was wrong and then moving forward to ensure modern curricula reflect modern society. I don't feel there is a need to blame, shame, punish or destroy history, just learn from it

# data[].attributes.headline
Gathering data on decolonisation aspects in taught modules, for data analytics to show what fraction of modules are affected

# data[].attributes.subject
Gathering data on decolonisation aspects in taught modules, for data analytics to show what fraction of modules are affected

# data[].attributes.body
The voices of staff and students who may themselves or through their ancestral heritage have suffered at the hands of imperialism and colonisation.... to allow them to feel comfortable expressing or not expressing their views and participating in events and activities. For example, remembrance day- this is often something that BAME people find difficult to identify with, when there is current conflict in their countries and where they may feel British foreign policy has a huge part to play e.g. syria, iraq, afghanistan

# data[].attributes.body
Having an academic space where students and staff of colour and/or such backgrounds can no longer feel like outsiders in larger educational institutions

# data[].attributes.headline
MOST staff and students at Leeds Uni think Decolonisation is not relevant to their studies; the standard response in end-of-module survey question on Decolonisation is: "n/a"

# data[].attributes.subject
MOST staff and students at Leeds Uni think Decolonisation is not relevant to their studies; the standard response in end-of-module survey question on Decolonisation is: "n/a"

# data[].attributes.body
Those who are within institutions with colonial legacies are the voices that should be uncovered. Those with heritage/nationality of colonised countries whether this be students or staff.