A Resource to Support Decolonization of the Undergraduate Chemistry Curriculum

Abstract

In our taught chemistry curricula, the majority of individuals who are used to illustrate historical aspects of chemistry topics are white western chemists. Decolonizing the undergraduate chemistry curricula is increasingly recognized as an important step towards developing a more inclusive higher-education environment for students from minoritized ethnic backgrounds. Here, we provide the first openly accessible resource that can be used to decolonize an undergraduate chemistry course. In particular, the resource provides examples of both individual scientists and groups that can be used to illustrate chemistry teaching, and hence provide role model examples of scientists from different cultures. The resource presented provides a significant body of examples for chemistry lecturers to use as they begin working towards decolonizing their curricula.

A Science, Technology, Society, and Environmental Impact Assignment for Senior-Level Analytical Chemistry Students

“…33,34 The provision of choice was also done to be consistent with a decolonized approach to assignment design. 35,36 Here, students can experience a more active role in their learning experience in which they are provided with the freedom to explore and communicate their perspectives, particularly with regard to the sociopolitical, cultural, and environmental discourse that they incorporate in their reports. The analysis method selected by each student had to be distinct from the content covered in the lectures and readings of the main course.…”

Academic free speech or right-wing grievance?

“…Lack of diversity in academia requires structural solutions that go beyond bemoaning the “pipeline”, and which recognize that underrepresented scholars—even those who make it to a Ph.D. degree—face real barriers. Others have articulated specific ideas regarding improvements to faculty hiring procedures, 393,674 mentoring practices that are explicitly conscious of racial identity, 262,409,675–678 creation of an anti-racist university atmosphere and curriculum, 447–449,461,677–683 and more equitable grading strategies. 684–687 These must be introduced in tandem with institutional support and reward structures for DEI activities.…”

A framework for decolonising and diversifying biomedical sciences curricula: rediscovery, representation and readiness

“…Several reports of decolonising activities from science faculties have been published recently, including useful resources to support decolonial activities in chemistry [14][15][16]. There is also work being undertaken in many universities to decolonise the medical and dental curricula [17,18].…”