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A more collections centred approach, with embedding of practice at the forefront. Less 'one time' creative intervention.

From the Cambridge Library working group

The term “decolonisation” is subject to various definitions, and it embraces a number of different, but related, aims. In the context of the working group, we mean by this term something closer to “decolonial practice”:

the active identification of and critical engagement with historical and modern power relations that are rooted in colonial views of the world and its peoples, as these are found in our libraries (chiefly in collections and their description), by being transparent about and actively re-contextualising library holdings which are a legacy of colonialism and occupation;

greater facilitation of access to library collections as a global resource;

providing support and partnership in the University’s decolonial activities as they affect teaching and learning (eg reading list updates), as well as research and public engagement; and

a deliberate broadening of collection development, the better to provide a greater variety of voices and grow more representative collections.

Staff wrote and launched a framework for new decolonization work in libraries and archives across the University, which introduced decolonization, gave examples, and suggested ways of starting projects, with an emphasis on working with others to learn from their experience and to try things together. The framework is fairly basic in its contents, but it is the public document where essentially their was a setting out of Cambridge libraries’ stall, committing formally to engaging with and supporting decolonization.

Principals of decolonisation process:

discovering and being open about where sources came from and how we acquired them

making sure that they are accurately and appropriately described

giving correct and honest context to them, especially in any exhibitions

improving access to them and the ability to engage with them, especially for the communities they originally came from or that they relate to

For new books and other materials, decolonisation activities might include:

selecting titles to ensure increasingly diverse collections, especially to provide readers with voices from areas and communities that have traditionally been represented mainly through books by people from outside them

cataloguing new material and classifying (giving a shelfmark to) print books in non-discriminatory ways

A LibGuide: Introduction - Decolonisation LibGuide - LibGuides at University of Cambridge Subject Libraries

Open purchase requests for customers.

Instructions provided for discovery for readers - encouragement not to limit to simply 'decolonization' when reading about the topic.

Student voice - defined as feedback about the collections - is invited through email only.

Academic staff are invited to read the following to aid them in the design of their reading lists: https://idiscover.lib.cam.ac.uk/permalink/f/1kas1sp/TN_cdi_gale_infotracmisc_A624350896

The following blog gives advice to Librarians: Decolonising through Critical Librarianship – A platform for Cambridge librarians approaching decolonisation

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If they're offering anything decolonisation related which is library centric, it doesn't appear to be publically advertised. I've searched for 'decolonise' 'decolonising' , etc. on the libguide and there doesn't appear to be much. Their inclusion webpages are mostly links to student societies. The website does have a page for 'special collections and archives: decolonising science fiction', but this is more of a reading list on decolonisation and sf. Not a best practice guide or' how to'.

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It appears that quite a lot of work was done on this between 2019 and 2021, but this hasn't been picked up since then. It seems that the Decolonising initiative of the broader university was absorbed into a 'freedom to acheive' workstream, which doesn't appear to have carried this on: DMU Freedom to Achieve – Embracing Cultural Diversity for Success

Decolonising DMU:

DMU has a 'decolonising DMU' libguide. It has the following pages:

A home page that includes

An introduction to decolonising. Working definition. Explanation of ethos.

Detail setting out how the library fits in to this work:

decolonising the library collection: 'Decolonising the Library collection: broadening both printed and virtual resources to reflect the diverse University Community. This will add more voices, narrative and histories to the collections, enabling students to see themselves reflected in reading lists and research. LLS will work with academics to seek out and promote diverse authors and texts. Expanding the leisure reading collection to reflect DMU’s student profile. Promote through events both within Kimberlin and DSU'

Decolonising Library spaces: Develop a better understanding of BAME student usage of LLS spaces and services to inform service development and new build: to ensure culturally aware spaces

Working with the Library profession to develop a more representative profile of our population through “Workforce Diversity”. Engaging in staff development initiatives and developing a pipeline for new staff and encouraging professional development for existing staff. Optimise student opportunities for student work experience with LLS

Teaching and Learning: Look at our teaching practices and resources to ensure cultural inclusion in imagery and examples. Look to clarity of language in communications, signage and guidelines

A Decolonising group will be created in the Library to guide actions and development. Staff and student voices will be included. A series of workshops, team talks and “Read to debate” sessions will enable discussion, the sharing of good practice and staff development in this area

Contacts for project & workstream updates [untouched since Jan 2021].

A 'decolonising your reading list' page

A reading list decolonisation toolkit Decolonising the reading list

A 'works cited'-esque list of reasons to decolonise

A list of links to published work and best practice re reading list decolonisation. Refs to UAL, UCL, KENT.

An ebooks page

Links to various ebook collections, including the Springer Nature Blacks Lives Matter ebook list, and the Decolonising DMU Talis list.

A useful resources page

Decolonisation events

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Liberate Our Library Project -

Developed in support of the Liberate our Degrees programme, which was formally developed due to the Equality and Diversity Strategy at the institution, but was a student's union movement initially.

Reading list work: Lists are created in collaboration with academic staff. They are curated as 'responses to the make up of the student body' - the composition of which formed the key statistics which drove the Liberate our Degrees campaign.

Institutional event-

Library participated in the ‘Decolonising Goldsmiths: Mission Impossible?’ institutional event as part of Black History Month, October 2019, where Sofia Akel launched her ‘Insider-Outsider: Examining the Role of Race in Shaping the Experiences of Black and Minority Ethnic Students’ report, and where Dr Nicola Rollock was in conversation with Nels Abbey, author of Think Like a White Man

The Liberate! Zines Collection is an ongoing project and a dedicated space for recognising the lived experience institutionally oppressed groups through listening and including the voices of the most marginalised.

Information literacy workshops - The Subject Librarian team established a series of Resistance Researching workshops ‘designed to help students think more critically about how we find and why we use information from a social justice perspective.’

Decolonisation Fund - established for Librarians to develop collections and reading lists utlising student collaboration

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As part of the Library's strategy, we will engage with the aims of LTAS commitment to 'Liberate our degrees'.

We will work to diversify our collections, to de-centre Whiteness, to challenge non-inclusive structures in knowledge management and their impact on library collections, users, and services

We will take an intersectional approach to our liberation work to encompass the many parts of a person's identity

We are doing this work to decolonise and diversify our collections as part of an effort to ensure the library collections speak to all voices, particularly those that are traditionally underrepresented in curricula and on reading lists.

We want to work in a collaborative way with our users in identifying the subject areas that do not address their experiences and identities, and where the canon excludes them. Please see below about how you can make suggestions for purchase.

How we are doing this

We are working alongside Goldsmiths Students' Union to ensure access, inclusion, and robust learning support for all our students.

Purchasing new books and resources as part of 'Liberate our degrees'

Students and staff can make new book suggestions as part of 'Liberate our degrees'.

If you would like to suggest an item for purchase, use the item request form and select 'Yes' for the 'Liberate our degrees' initiative question.

You can also make suggestions by emailing: acquisitions (@gold.ac.uk), with the Subject line: Liberate.

All suggestions bought will be discoverable as a collection in Library Search.

You can view all the books and resources for Goldsmiths 'Liberate our Degree' by searching for the keyword 'liberatemydegree' on Library Search.

Decolonising the curriculum

Collaborating with academic departments and students to identify marginalised groups not represented in the curriculum, and reflect those groups in the acquisition of learning and teaching resources.

Diversifying Reading Lists

Collaborating with teaching staff to create decolonised and inclusive Reading Lists to better represent the identities and experiences of our student body.

Examples created by the library include:

Resistance Researching Workshops

We offer a series of workshops designed to help students think more critically about how we find and why we use information from a social justice perspective. Come along to try out some practical techniques to expand your research horizons and learn about 'Liberate our Library'.

Examples include:

Resistance Researching: A Critical Approach to Information Gathering - This workshop aims to empower participants to understand why all the books they need aren't shelved in one place in the library, to critically assess bias in library systems, and to proactively seek multiple perspectives in information gathering

Resistance Researching: Inclusive Citation - This workshop aims to enable participants to understand that academic references and citations have a purpose (and a power) beyond plagiarism, and provide practical tips on how to resist privileging dominant voices by engaging in a practice of inclusive citation

See the Academic Support page for further details.

Liberate! Zines Collection

The Liberate! Zines Collection is an ongoing project and a dedicated space for recognising the intersectionality of struggles for black, POC (People of Colour), LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex and Asexual), disabled, women and otherwise institutionally oppressed groups through listening and including the voices of the most marginalised. The zines collection at Goldsmiths will support work around decolonising the curriculum. You can make suggestions for purchase by filling in the form below or emailing: acquisitions (@gold.ac.uk), with the Subject line: Liberate! zines.

Racial Justice work

We are contributing to Goldsmiths' racial justice work with staff members on the Racial Justice Strategic Board, Anti-racism training group, and the Advance HE Race Equality Charter Self-assessment team (REC SAT).

Events

We are collaborating with Goldsmiths Students' Union on exhibitions and events using the Library space.

Work with us

We want to work with you, so if there are other ways you'd like us to contribute to the Liberation agenda, please contact library (@gold.ac.uk).

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As part of the Library's strategy, we will engage with the aims of LTAS commitment to 'Liberate our degrees'.

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Overview: Though this institution has specific and well funded research interests in matters of race - including the history of perceptions of race globally - there is limited decolonisation work being carried out by the Library.

A LibGuide focussing on inclusion, diversity and belonging:

Home - Diversity, Inclusion and Belonging - LibGuides@Southampton at University of Southampton Library

Students can comment on the staff-generated reading lists within this guide, and make suggestions. They can do so anonymously if they wish. The lists cover a wide range of topics, including the decolonisation of reading lists and general decolonisation practice in HE. Lists are displayed in Talis, and intermingled with relevant academic texts and documentaries. They are Librarian maintained.

Institutional work: The university has a Centre for Imperial and Postcolonial Studies - this funds research projects which explore the varied ways that global empires have functioned, and have been resisted and negotiated over time. There are no current projects ongoing regarding decolonisation at this time, but similar work is supported. Researchers apply for funding to explore relevant areas.

The University houses the Parkes Collections and research centre, an archive dedicated to the Jewish experience, particularly non-Jewish/Jewish relations across time. Decolonisation will form part of this work in some way, but that isn't made explicit on the institutes website.

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LGBT+ History Month is an annual month-long observance of lesbian, gay, bisexual and transgender history, and the history of the gay rights and related civil rights movements. In the UK, LGBT+ Month is February.

We are working with SUSU to curate this collection of LGBT+ resources. We hope you will find them interesting, whether you identify as lesbian, gay, bisexual or trans, if you are questioning your sexuality or just want to raise your awareness.

You may need to use the VPN (GlobalProtect) if you are off campus.

Newspapers and magazines

Our PressReader subscription gives you access to current newspapers and magazines from around the world, including LGBTQ publications. PressReader has an Advanced Search option (at the top right of the screen) so you can search by keyword if you are interested in a person or topic, author name, by language or by date.

Film and Television

BoB is a television and radio streaming service. Use the Search option to find programmes, plus you can create your own playlist on any topic and make it publicly available if you choose. There are public playlists created by individuals and institutions relating to LGBT and LGBTQ+.

We have a subscription to Kanopy, a video streaming platform. You can browse:

LGBTQ cinema (world cinema, romance, comedy and drama)

LGBTQ documentaries

LGBT history, transgender studies, issues and religion, media representation, activists, artists, families and health

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LGBT+ History Month is an annual month-long observance of lesbian, gay, bisexual and transgender history, and the history of the gay rights and related civil rights movements. In the UK, LGBT+ Month is February. We are working with SUSU to curate this collection of LGBT+ resources.

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Perhaps as one might expect with Oxford, this work appears to be dispersed, where it appears at all. Things certainly are not as comprehensive or codified as Cambridge.

There is a more general 'antiracism in the academy' libguide, which has a specific 'Decolonizing the Curriculum' Page: Decolonizing the Curriculum - Anti-Racism in Academia - Oxford LibGuides at Oxford University. As with DMU, this includes articles, book chapters, and Ted Talks linked, with a brief explanation of Decolonising.

A separate project ran from Jan 2020 to Dec 20201 called 'Changing the narrative: championing inclusive collection development'. Out of this came a separate libguide, aimed at BME Studies, LGBTQ+ Studies, Women's Studies and Disability Studies. Home - Changing the narrative: championing inclusive collection development - Oxford LibGuides at Oxford University. These are the outcomes from that project [qtd from page linked above]:

Promoted and trialled are range of resources in LGBT History month and Women's History month.  Advocated for purchase of the following resources to enhance our online collections:
LGBT Magazine archive
Women and Social Movements, International
Black Studies Center

In liaison with the Bodleian Libraries, College Libraries and JCR Welfare reps created and shared a resource list of anti-racist educational resources in response to Black Lives Matter which has had nearly 2000 views since it's launch in June 2020.  This reading list is cited on the Equality and Diversity Unit's resources page.

Created a resource list of LGBT+ resources for promotion during LGBT+ History month.  The reading list is cited in University promotions for LGBT+ History Month.

Advocated for embedding equality within subject collection policies across the Bodleian Libraries to address under-collected areas within the collections.  Added the following statement to the overarching collection policy: The Bodleian Libraries commit to developing collections that reflect a diverse academic community and breadth of scholarship including previously under-represented areas.

Raised awareness of EDI and the need to diversify collections amongst library staff.

Advocated for the creation of a ring-fenced fund to purchase EDI texts that do not fall within clear subject boundaries currently used.

Liaised with Divisional EDI representatives to seek input in to the project and suggestions for resources to support their work.

Widening curricula listed among the Education strategic priorites:

Our Work | Equality and Diversity Unit

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Decolonising the Curriculum focuses on the concept that curricular design has been historically male and white. By decolonising the curriculum a more varied approach is taken as to cultures and perspectives that are presented and studied for a broader contextual perspective.

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Oxford LibGuides: Anti-Racism in Academia: Decolonizing the Curriculum

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Decolonising the Curriculum focuses on the concept that curricular design has been historically male and white. By decolonising the curriculum a more varied approach is taken as to cultures and perspectives that are presented and studied for a broader contextual perspective.

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The approach Newcastle University Library take is to support staff in their own individual work to decolonise their teaching materials and practice. They take an instructional approach - providing checklists to help staff develop their reading list with decolonisation in mind. Decolonisation content is displayed along with a range of library guides on EDI topics.

The Library have made a LibGuide called 'Diversifying and Decolonising the Curriculum: 'Create, Curate, Captivate'.

This works primarily as a guide for staff, to help them to diversify their reading lists as they create them. The LibGuide links to the following useful information:

This 2020 paper on decolonising curricula from the HE Policy Institute:

https://www.hepi.ac.uk/2020/07/23/miseducation-decolonising-curricula-culture-and-pedagogy-in-uk-universities/

A toolkit for decolonising the curriculum in environmental sciences:

https://libguides.ncl.ac.uk/ld.php?content_id=34285477

A checklist for how to decolonise lecture content in environmental sciences:

https://libguides.ncl.ac.uk/ld.php?content_id=34285480

How to review a module to see if it had decolonised content and practice embedded within it (again, for environmental sciences):

https://libguides.ncl.ac.uk/ld.php?content_id=34285485

An 'EDI reading list' was also included from the Modern Languages dept.

The Guide then includes a step-by-step guide to creating a decolonised reading list. This includes the steps: 'how to select a diverse range of materials'; 'How to identify useful publishers'; 'How to find new subject content'.

A carousel of books on curriculum diversity is included.

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Miseducation: decolonising curricula, culture and pedagogy in UK universities - HEPI

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Decolonisation is rapidly becoming a familiar term in our higher education institutions. Students and activist groups have helped decolonisation move onto the national agenda, backed by recent worldwide events surrounding the Black Lives Matter movement. Despite its newfound popularity, there is still substantial disagreement and misunderstanding about what 'decolonisation' actually entails.

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Context: The institution as a whole is engaged with decolonisation, and has been historically as a reflection of it's frequently high intake of BAME students. Departments are all engaged with decolonised resource selection and teaching - but this is embedded, rather than 'fad' like in nature.

There is no visible Library led work ongoing, but assumedly the embedded institutional practices will be facilitated/complimented by the way the Library functions.

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This institution has no evidence of ongoing decolonisation work going on in it's Library specifically.

The institution did host the following talk, originated by the English department:

Decolonisation in libraries, archives and museums: Action, inaction, redaction - Department of English and Related Literature, University of York

The University do also have a Interdisciplinary Global Development Centre, which facilitates cross-institutional discussion on the subject. Currently they produce a podcast which reflects institutional actions and wider HE work, and hosts a blog.

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Wednesday 23 February 2022, 5.00PM
Speaker(s): Pardaad Chamsaz (Curator and member of the BL Decolonization Group)

Chair: Dr Lola Boorman

Nearly two years on from the movements that provoked a raft of commitments from cultural organisations to 'decolonising' and becoming anti-racist, this talk reflects on how the still dominant conversations around decolonisation have figured in the British Library and beyond.

On the one hand, the BL response will be contextualised within the wider political and cultural discourse. That discourse often reduces broad subjects such as imperial history, structural racism, or the inaccessibility of cultural opportunity to black-and-white pro/contra positions, thereby escalating the debate to the level of "culture war". The talk will interrogate the inevitable resignation of many organisations in the sector to participating in the same reductive discourse.

On the other hand, time will be devoted to presenting issues specific to libraries, including problematic terminology in cataloguing metadata, acquisition approaches, content strategies, policy and public engagement. This will be informed by recent developments from the Library's ongoing Anti-Racism Project, a three-year funded and in part grassroots-directed change programme.

Threaded through the talk will be references to the actions of Staff Networks within such organisations, often the spaces where change begins, or more cynically, often the spaces that carry the burden of progress. The link is frequently ignored or misunderstood between 'decolonising' collections, artworks, museums and galleries, and the everyday lived experience of staff discrimination, marginalisation and barriers to opportunity. An insight into the workings of Networks such as those at the BL will serve to remake that link and will ultimately underline the relevance of reinterpreting the cultural legacy of Britain's colonial entanglements now.

Further context can be found in the recently published chapter, 'Towards Decolonising the British Library: A Staff-Led Perspective', in Narrative expansions : interpreting decolonisation in academic libraries, ed. by Jess Crilly and Regina Everitt (London: Facet, 2022).
Pardaad is a curator at the British Library and a former postgraduate student at York. He is also part of the steering committee for the BAME Staff Network at the BL, representing the Network's Decolonising Working Group.
Location: Seminar Room BS/008, Berrick Saul Building, University of York Heslington West Campus

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Decolonisation in libraries, archives and museums: Action, inaction, redaction - Department of English and Related Literature, University of York

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A Modern School and UoY English Decolonizing Network Event with speaker Pardaad Chamsaz (Curator of the Germanic Collections at the British Library and member of the BL Decolonization Group).

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Departments are well engaged with the decolonisation process and have responded variously. The faculty of Arts and Humanities have responded thusly; with each course providing a public facing response:

Decolonisation - Durham University

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The Faculty of Arts and Humanities and is committed to decolonisation, which we recognise as a complex and multifaceted process that includes education, research, departmental culture, outreach and student support.

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This is the LibGudie at Derby which supports decolonisation practice. It includes reading lists (Library curated), a resource request option for staff and students, and a summary of wider issues.

The Library did complete the following publisher audit, which Warwick could replicate:

Wider issues - Decolonisation - LibGuides at University of Derby

This Library also produced a guide on how to audit a reading list to ensure diverse voices are included.

There is also a list of alternative publishers available, which is presented in this Padlet for use by academic staff planning module reading:

Alternative and International Publishers

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The Library is aiming to decolonise and enhance diversity in our collections, and you can help!

We plan to enhance diversity in our library collections by focusing on three main areas:

Resources specifically written about equality, diversity, race and inclusivity

Resources focusing on these ideas in relation to a particular subject, i.e. Business, Social Work, Health

Resources written by authors from a diverse range of nationalities and backgrounds

We welcome suggestions for purchase for resources that will help us ensure our collection is more inclusive of all of our university communities, whether associated with race, ethnicity, gender, sexual orientation, gender identity, gender expression, physical ability, socioeconomic class, or any other underrepresented group.

Simply complete the suggestion form here with the details of titles we could add to our collection.

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Caroline Ball (Business, Law & Social Sciences)

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The University (from the perspective of an external visitor) is well into it's engagement with decolonisation is investing heavily in it. Here is a current activity summary for the wider institution:

Current activities

To support schools, students and staff in developing decolonial practice, BILT is:

Funding some education development projects focused on developing a framework to evaluate the impacts of decolonial practices within schools.

Developing resources on decolonisation within specific disciplines to decolonial activity within schools and curriculum development.

Supporting a BILT student fellow working on decolonisation

Running a reading group on decolonisation

Running a seminar series on decolonisation together with the Centre for Black Humanities and the Conversations in Education initiative in the School of Education.

In the Library - A Subject Heading Review is ongoing, as detailed here:

'A cross-team working group of Library staff have begun to identify and research areas of concern.

Some headings have already been discussed in wider communities, and we will reference this work when making decisions. We recognise, however, that establishing preferred headings in other areas may also require discussion with subject matter experts and other stakeholders.

We welcome any suggestions of changes to existing subject terms in our library catalogue. If you would like to suggest a change, please use the form below.'

Then a Library LibGuide dedicated to decolonisation includes:

A basic book suggestion form for all to use.

Digital access to a student made zine - overseen by the Library - which defines decolonisation.

A carousel of academic books on decolonisation as a general subject.

Some subjects (including STEM subjects) have created Sway guides to their departmental work on decolonising the curriculum. These include information drawn from the literature around decolonisation on the colonial pasts of the subjects discussed.

A link to an events page, which details co-creation workshops on decolonising the curriculum.

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The University of Essex have a LibGuide providing extensive advice on decolonisation for staff and students.

Every subject is tabbed in the Guide. Lists of reccommded reading on decolonisation in that field are then provided. These are titles on the process of decolonisation as it has been undertaken in HE departments: Engineering - Decolonising your reading list - LibGuides at University of Exeter

It includes the following sections:

Why does representation matter?

How diverse is your reading list?

Co-creating interventions with students

Examining information and knowledge sources

Subject reccomendations

Database resources

We want to hear from you

The following actions are recommended for the co-creation of reading lists with students:

Suggested activities

1) Arrange a staff-Student discussion on the disciplinary canon, areas of exclusion, and alternative narratives.

2) Ask students to critique the reading list and suggest new content from their own research and experience.

Content in the Guide was referenced in almost it's entirety to the materials by UAL - the URL provided is no longer there, but it's notable that Exeter took their lead from another place almost wholesale.

An online form can be completed. This takes academics through the process of assessing their reading lists, and is submitted to the Library on completion for their records.

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Reading lists are an important learning tool and shape how students view and interact with the knowledge, perspectives, histories and cultures in their academic discipline. Research has shown that resources included in UK university reading lists are often predominately authored by white, male and Eurocentric authors ( Schucan Bird, K. and Pitman, L, 2020, Wilson, K, 2020).

The process of questioning your module reading lists is an important part of decolonising the curriculum. By actively seeking out inclusive resources, or by ensuring a plurality of narratives in your curriculum, all students are able to explore different cultural histories as part of their learning. This work is not about removing all of the white, male authors from your reading lists. It's an opportunity to question where we assign epistemic authority and ensure diverse voices are heard.

Decolonisation remains a complex concept that can lead to some challenging conversations. This guide suggests some practical steps for you to start conversations with colleagues and students. You'll find advice on how you can diversify your reading lists, although this guidance has been designed to accompany an active questioning of the curriculum and canon itself.

You'll find guidance and checklists to help you review your reading lists and advice for seeking out underrepresented voices. You can use the guide as a course team to help reflect on the learning resources used across your modules.

The University of Exeter Academic Development team have produced a helpful guide to decolonising the curriculum, with links to helpful resources and checklists.

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LibGuides: Decolonising your reading list: Why decolonise your reading lists?

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Reading lists are an important learning tool and shape how students view and interact with the knowledge, perspectives, histories and cultures in their academic discipline. Research has shown that resources included in UK university reading lists are often predominately authored by white, male and Eurocentric authors ( Schucan Bird, K.

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Under the banner of the 'Celebrating Diversity' Library pages, UMM have a page on diversifying the Library. To form part of the page, they examined the biases within the Library collections, and generated the following data which is on the site:

To examine the potential bias found within reading lists, a static snapshot was taken of 18 reading lists between August and September 2019 from the faculties. We found:

BAME authors made up little over 10% of the reading list content.

71% of the material on the lists came from established and mainstream publishers or suppliers.

65% of the authors listed were male, compared to 24% authored by females only, and 11% mixed authorship.

To support staff to diversify their reading lists, there is a step by step breakdown provided which shows staff how to audit their reading lists to ensure they are diversified. They then have the option to submit them to the Library if they wish, for advice or simply to make the Library aware of the list.

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Diversity and reading lists

Your reading lists are an important learning tool. They provide the basis of the ideas discussed during lectures and seminars, and they are used as the foundation for essays, assignments, and research generally. Texts and materials included on reading lists give the authors, their ideas, and discourse power and privilege over those that are not included - unintentionally or not.

Our reading list research

To examine the potential bias found within reading lists, a static snapshot was taken of 18 reading lists between August and September 2019 from the faculties. We found:

BAME authors made up little over 10% of the reading list content.

71% of the material on the lists came from established and mainstream publishers or suppliers.

65% of the authors listed were male, compared to 24% authored by females only, and 11% mixed authorship.

Audit reading lists

The audit method and data collection spreadsheet we used in our research has been made available on this page, to empower you to undertake an audit of your own lists.

Use the data you gather to start a conversation about the diversity of your reading lists, library collections, and wider curriculum.

Once you have completed the audit, please submit your audit using the form on this page - this will help us build a collective picture of current practices relating to the diversity of reading lists and library collections. It will help us make the changes you want to see.

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Learn how to conduct an audit of your reading lists and start a conversation about the diversity of your lists

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The institution as a whole have recognised gaps in overall practice, as detailed by a recent mapping exercise, explained here:

Decolonisation of the curriculum project - The University of Nottingham

In the Library, the diversification of the lesiure reading collection is the only visible work ongoing:

DiversifyU - help us to diversify our leisure reading collection

This page was notable - You said We did: You Said, We Did - The University of Nottingham

Students have provided feedback on all aspects of the Library services, and the Library publish their associated actions on their website. Perhaps a good approach for decolonising lists?

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Decolonisation of the curriculum project - The University of Nottingham

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The Decolonisation of the curriculum research project addresses the undergraduate attainment gap between white and BAME students in the disciplines of Politics and International Relations and Philosophy at UNUK. This collaborative project is funded by the Education Partnership Fund and is spearheaded by Dr Helen Williams from Law and the Social Sciences, external consultant Dr Vipin Chauhan, Professor Andy Fisher and Dr Helen McCabe. This project brings together 20 members of staff from 12 Schools across five Faculties.

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The institution currently facilitates a university-wide drive to decolonise the curriculum. Their department for Social Justice and Education founded the project, which has is defined here:

By decolonising the curriculum, we aim to cultivate an environment which would expand our existing curriculum, by way of embracing intellectual contributions of all authors, white and non-white alike. It aims to create an academic space in which all students can feel that they belong to, and identify with; a space where stereotypes, prejudice and patronising views are broken down to encourage intellectual stimulation for all. This commitment to capture the richness of knowledge in both the global North and South will not compromise academic standards or freedom as the aim is not to replace ‘white’ books by ‘black’ ones. On the contrary, the aim is to offer educational resources which reflect the plurality of views in the production of knowledge for the benefit of both white and minority ethnic students as it will help everyone question what is taught and how it is taught, opening the possibility to question and challenge any knowledge. This in turn will ensure that we provide equal opportunities to, and guarantee the success of, all our students.

The Library outputs on decolonisation centre around the practice of 'citation justice', which the Library have replicated from their partnership with Maastricht University Library. The practice is detailed here:

Citation Justice – what it is and how you can practice it. - University of Birmingham

This guide, produced by Maastricht, is available: FEM/UM Citation Guide - Maastricht University Library

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Citation Justice – what it is and how you can practice it. - University of Birmingham

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Exploring the issue of citation justice within research and teaching

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The institution is embedding a number of new processes at this time, to decolonise the curriculum and practice in general. The Library promotes these initiatives, but doesn't have any currently.

The Library host the following Race and Decolonial Studies Guide:

Decolonising the Curriculum - Race and Decolonial Studies - Subject guides at The University of Edinburgh

This should be viewed in the context of the following:

UncoverEd was a collaborative and decolonising research project, funded by Edinburgh Global, which aimed to situate the ‘global’ status of the University of Edinburgh in its rightful imperial and colonial context.

Led by PhD candidates Henry Dee and Tom Cunningham, the team of eight student researchers created a database of students from Africa, the Caribbean, Asia and the Americas from as early as 1700, and writing social histories of the marginalised student experience. The aim was to produce at least one biography each of a ‘notable’ alumnus, leading up to a website and exhibition in January 2019.

The Centre for Research Collections (CRC) is the main space for anyone using the University of Edinburgh's historic and special collections, including rare books and manuscripts, University of Edinburgh archives, personal and institutional archives, Lothian Health Services Archives, University of Edinburgh PhD theses, art collection, musical instrument collection and more. It holds a Race Relations Collection.

The Library promotes ConveRACEions - this initiative involves a series of monthly talks, where guest speakers are invited to give one-hour-long talks on their research and/or experiences with racial and equality issues within (and outside) academia.

Reference works on race relations are shown on the Guide, and a video explaining the full range of institutional initiatives.

Student groups who promote positive community and relations are also advertised.

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John M. MacKenzie (Editor); Bryan S. Glass (Editor)

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Subject guides: Race and Decolonial Studies: Decolonising the Curriculum

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Welcome to the Race and Decolonial Studies Guide - giving you information on library resources and services relating to race, critical race studies and decolonial work.

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Over the past few years, cultural heritage institutions, including research libraries from across the UK and beyond, have intensified their efforts to decolonise their collections and practices. Developing more inclusive collections, where a variety of voices are represented, is necessary to create a culture where equity, inclusivity, and diversity are the driving forces and where scholarship and learning can thrive.

However, there is a need for honest discussions about what drives decolonisation in institutions, how initiatives are delivered, the successes and failures, which can lead in identifying current gaps and needs in the sector.

Inclusive Collections, Inclusive Libraries is an RLUK programme of events that aims to foster conversation around decolonisation and inclusive practice in collecting, describing, presenting, and engaging with content in research library collections. It seeks to raise awareness about the opportunities and challenges of dealing with, contextualising, and engaging with offensive collections while also identifying and sharing examples of good practice.

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Inclusive Collections, Inclusive Libraries watch on demand

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Watch Inclusive Collections, Inclusive Libraries talks on demand Over the past few years, cultural heritage institutions, including research libraries from across the UK and beyond, have intensified their efforts to decolonise their collections and practices.