Toolkit intended to act as a briefing for programme and module convenors on what ‘decolonising’ learning and teaching might entail. It is not a set of prescriptions but a set of suggestions and ideas for colleagues and students to think through, individually and collectively. It is animated by a spirit of critical dialogue and reflection within education and is also connected to wider institutional questions about the principles and practices of good teaching – in particular work on racialised attainment and inclusive pedagogy.
- If creating web domain or site to host – skills for web design and technical support.
- If linking to or reusing content – limited or no resource required.
Available evidence of impact:
- Usage and page views etc.
- Social media mentions.
- Quotes from students and staff internally and externally to SOAS.
Links to available resources:
- Decolonising SOAS Learning and Teaching Toolkit for Programme and Module Convenors
- Decolonising SOAS
Implementation and potential challenges:
- Universities can signpost and link to content.
- Network support – develop working groups to share expertise and crowdsource ideas/content.
How to Use:
- Allocation of time for academic staff to work on module content.
- Consider representation within reading lists and module content.
- Think about how texts are taught, critiqued and how academic literacies are experienced.
- Encourage exploration and deconstruction of the origins of discipline, through curriculum development.
- Allow students to explore identity and histories for a collective understanding of discipline.
- Check module content for negative stereotyping.