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1.1 - Teaching Students from Former Colonies by Joss Winn

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1.1 - Teaching Students from Former Colonies by Joss Winn

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1.2 Decolonisng the Curriculum: Can One Size Fill All? by Stephany Veuger, Jenna Tudor

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1.2 Decolonisng the Curriculum: Can One Size Fill All? by Stephany Veuger, Jenna Tudor

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1.3 Positionality Wheels Workshop: A Project in Progress by Jheni Arboine

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1.3 Positionality Wheels Workshop: A Project in Progress by Jheni Arboine

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1.4 Utilising Student-Staff Engagement fora to Advocate for Decolonisation by Penny Dinh

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1.4 Utilising Student-Staff Engagement fora to Advocate for Decolonisation by Penny Dinh

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2.1 Providing Students with Targeted Help and Support by Sam Grierson

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2.1 Providing Students with Targeted Help and Support by Sam Grierson

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2.2 Decolonising Religious Studies and Promoting Equality, Diversity and Inclusion by Suzanne Newcombe, Hugh Beattie, John Maiden, Maria Nita, Paul-Francois Tremlett

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2.2 Decolonising Religious Studies and Promoting Equality, Diversity and Inclusion by Suzanne Newcombe, Hugh Beattie, John Maiden, Maria Nita, Paul-Francois Tremlett

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You can find a copy of the slides here - https://docs.google.com/presentation/d/17DFkwP0g8_yh-DNz1Wfxq3UVGM0JvJiE/edit?usp=sharing&ouid=100799540890357236864&rtpof=true&sd=true

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2.3 Decolonising Academic Writing by Amita Nijhawan

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2.3 Decolonising Academic Writing by Amita Nijhawan

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3.1 Implementation of Data-Driven Decolonisation Initiatives: A Mixed MethodsResearch Project by Mark Skopec, Laura Lennox, Mark Anderson, Matthew Harris

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3.1 Implementation of Data-Driven Decolonisation Initiatives: A Mixed MethodsResearch Project by Mark Skopec, Laura Lennox, Mark Anderson, Matthew Harris

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3.2 Creating an Anti-Racist Module: What do Students Want and How do we Co-Createin an Inclusive and Equitable Way? by Amrit Dencer- Brown, Mark Huxham, Hock Tan, Emily Alder

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3.2 Creating an Anti-Racist Module: What do Students Want and How do we Co-Createin an Inclusive and Equitable Way? by Amrit Dencer- Brown, Mark Huxham, Hock Tan, Emily Alder

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3.3 Decolonising DMU and the PGR Experience by Lucy Ansley

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3.3 Decolonising DMU and the PGR Experience by Lucy Ansley

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4.1 Co-creating Decolonial Geographics: Engaging with Cuerpo-Territorio In Class by Mariasole Pepa, Martina Angela Carretta

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4.1 Co-creating Decolonial Geographics: Engaging with Cuerpo-Territorio In Class by Mariasole Pepa, Martina Angela Carretta

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4.2 Quiliting as a Method and Medium for Anticolonial Acts: Assembling and Manifesting the Diverse Pasts, Presents and Futures of the School of Education by Lisa Bradley, Mindy Ptolomey

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4.2 Quiliting as a Method and Medium for Anticolonial Acts: Assembling and Manifesting the Diverse Pasts, Presents and Futures of the School of Education by Lisa Bradley, Mindy Ptolomey

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4.3 The Land We Walk On: Reconciliation and Decolonising Planning in Education by Talia Mimura

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4.3 The Land We Walk On: Reconciliation and Decolonising Planning in Education by Talia Mimura

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What are your thoughts as to whether you think this will assist with decolonising approach to curriculum?

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Joss Winn: I work with the ODL team for Global Mental Health masters with the university of Glasgow. In response to your question re. assignments. The GMH team tries to diversify assessments throughout the course. Assessments are a mix of essays (usually 1500-2000 words), academic posters, and podcasts. The posters and podcasts especially give students the opportunity to engage with different ways of presenting information, with less of a reliance on words. Shortening the length of the essay into two shorter ones that are more spread out may also be easier to tackle. In terms of your first question is there room for students to feedback to you how they felt the topic was covered?

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Joss Winn: I work with the ODL team for Global Mental Health masters with the university of Glasgow. In response to your question re. assignments. The GMH team tries to diversify assessments throughout the course. Assessments are a mix of essays (usually 1500-2000 words), academic posters, and podcasts. The posters and podcasts especially give students the opportunity to engage with different ways of presenting information, with less of a reliance on words. Shortening the length of the essay into two shorter ones that are more spread out may also be easier to tackle. In terms of your first question is there room for students to feedback to you how they felt the topic was covered?