Please take a moment to read the prompts in each of the three columns. Then, reflect and share your response to each prompt by adding a comment underneath the respective column. Your contributions will help us explore how our identities shape our teaching practices and perspectives. There are no right or wrong answers and this is a space for honest reflection. by DECUS Decolonising

1. Who I am / where I speak from

decus — 2025-09-17 08:38:23 UTC

Which of your identities feel most influential in shaping how you teach and how students see you?

2. How these identities shape how I teach (pedagogy/content)

decus — 2025-09-17 08:39:52 UTC

Whose knowledge, texts, or perspectives do I center most? How does power circulate in my classroom and who might stay silent or feel invited to participate?

4. How these identities shape my assumptions

decus — 2025-09-17 08:42:43 UTC

Which of my identities or experiences might make me more prone to certain blind spots, assumptions, or implicit biases about in work as a teacher? Why?

2025-09-23 15:15:15 UTC

I am a white, middle-aged woman, mother, middle class, who received a eurocentric education

2025-09-23 15:22:48 UTC

When teaching past authors it is mainly white, privileged men, with few, poignant exceptions though

Vasiliki Dedotsi

2025-09-27 21:36:25 UTC

As a Greek mathematician, I have the unique perspective of an heir to the tradition of Euclid and Pythagoras. This shapes my teaching because I see mathematics not just as a set of rules, but as a living system of logic and beauty, with roots in ancient thought.