Following a Race Equality Review at the University of Reading, the Dean for Diversity & Inclusion, Al Laville, lead on a decolonising project that engaged staff, students and the student union in listening exercises on how decolonising the curricula should work in practice. The outcome of these exercises were a collection of resources on decolonising teaching content, teaching methods, and assessment, applicable to many disciplines.

Resources required:

  • Institutional support.
  • Cross institution networks and partnerships.
  • Time to engage with working parties and activities.

Available evidence of impact:

  • Student engagement.
  • Shift of attitudes.
  • Staff engagement and commitment across the institution.

Links to available resources:

Implementation and potential challenges:

  • Getting academics involved, engaged and onboard.
  • Clear expectations and guidance documents to help staff.
  • Resourcing/partners in race equality.
  • Culture change.
  • Engagement/commitment.

How to Use:

  • Refer to Reading’s resources.
  • Look at case studies for inspiration.
  • Set up working groups of cross-institutional stakeholders.
  • Listening exercises institution wide – to gain perspectives across a range of lived experiences and attitudes to decolonising the curriculum.
  • Define working definition of decolonisation at institution/programme/module.
  • Use question bank to resolve uncertainties.
  • Conduct review input from cross institutional stakeholders.
  • Apply practice in terms of how content is taught.