By Nancy Tamimi, Hala Khalawi, Mariama A. Jallow, Omar Gabriel Torres Valencia and Emediong Jumbo
This article presents initiatives undertaken by the Department of Global Health and Social Medicine (GHSM) at King’s College London (KCL), exploring avenues to decolonise higher education institutions (HEI). In 2021, GHSM executed a gap analysis of undergraduate modules, a course on decolonising research methods taught by global scholars to 40 Global South and North university students who completed pre- and post-course surveys, and semi-structured interviews with 11 academics as well as a focus group with four students exploring decolonising HEI.
(1) Gap analysis revealed a tokenistic use of Black and minority ethnic and women authors across modules’ readings. (2) The post-course survey showed that 68% strongly agreed the course enhanced their decolonisation knowledge. (3) The interviews highlighted five themes around what is decolonisation, what decolonising the curriculum should look like, how can we transform HEI, and how can we decolonise research.
Decolonising HEI must be placed within a human rights framework. HEI should integrate anti-racism agendas, give prominence to indigenous and marginalised histories and ways of knowing, dismantle power asymmetries, and create a non-hierarchical educational environment, with students leading the decolonisation process.
Read the article here.
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