Decolonising the curriculum: students’ perspectives in criminology

Elhinnawy, Hind

doi:10.1080/13613324.2022.2154374

Cited by 3 publications

(1 citation statement)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This in turn will further educators' understanding of the direct impact of imperialism on modern prejudices, inspiring a real passion for decolonisation and increasing the chances that the education sector will become truly diverse and representative. Elhinnawy (2022) maintains that a diverse book collection does not suffice and that an integral part of the decolonisation process is for educators to honestly explore their own internal prejudices and their origins. Bentrovato (2018), indeed, contends that not only does colonialism continue to impact on modern institutions to this day, it is in fact a 'hallmark of modern world history.'…”

Section: The Impact Of Colonial Rhetoric Around Race and Class On The...mentioning

confidence: 99%

An Exploration of the Persisting Legacy of Imperial Rhetoric in Modern Education Through a Case Study on ‘Eugenics, Race, and Psychiatry in the Cape Colony, 1890–1908: DR Thomas Duncan Greenlees’

Legeno-Bell

2023

TBJE

View full text Add to dashboard Cite

This article examines imperial rhetoric around race and eugenics through a case study of colonial psychiatrist Dr Duncan T Greenlees. Using the lens of colonial psychiatry, the article explores how the legacy of imperialism lives on in British state institutions, such as in the education sector. It argues that educators need to be aware of imperial ideologies around class and race. Only through a firm historical grasp of these imperial myths can educators begin to challenge their own curricula and pedagogies, which are set against powerful global interests with roots in imperialism and colonialism.

show abstract

Section: The Impact Of Colonial Rhetoric Around Race and Class On The...mentioning

confidence: 99%

An Exploration of the Persisting Legacy of Imperial Rhetoric in Modern Education Through a Case Study on ‘Eugenics, Race, and Psychiatry in the Cape Colony, 1890–1908: DR Thomas Duncan Greenlees’

Legeno-Bell

2023

TBJE

View full text Add to dashboard Cite

show abstract

Coproducing Recommendations for Decolonizing the Psychology Curriculum With Psychology Faculty Members

Saxena,

Allen,

Kent

et al. 2024

Teaching of Psychology

View full text Add to dashboard Cite

Background In the United Kingdom, psychology departments are responding to growing calls for curriculum decolonization. However, there remains limited dialogue and sharing of best practice. Objective We aimed to catalyze discussion among key faculty members involved in curriculum decolonization, learn from their experiences, and collaboratively develop recommendations for psychology curriculum decolonization. Method Eleven contributors shared their insights regarding their departments’ decolonization efforts and how they navigated challenges. Findings Reflexive thematic analysis generated five themes. Motivation to decolonize the curriculum highlighted the student-centric, institutional, and ethical reasons driving curriculum decolonization. Approaches to curriculum decolonization described the varied ways in which curriculum decolonization is being envisioned. Efforts towards decolonizing the curriculum included two subthemes: review, revise, and reform discussed the initiatives for decolonizing the content-related aspects of the curriculum, and train, collaborate, and empower highlighted the efforts that complemented these initiatives. Supporting curriculum decolonization explained how decolonization work could be sustained, and creating a conducive ecosystem discussed the need for a supportive environment. Conclusion Our study highlighted the potential of collaborative efforts, institutional support, critical reflection, and inclusive dialogue to reimagine, restructure, and decolonize curricula. Teaching implications: we propose 12 concrete, co-produced, evidence-based recommendations to help initiate and advance psychology curriculum decolonization.

show abstract

Exploring attitudes to decolonising the science curriculum—A UK Higher Education case study

Grinsted,

Murgatroyd,

Burkett

2024

PLoS ONE

View full text Add to dashboard Cite

Scientific advances are historically linked to colonial actions of past empires resulting in knowledge production biased towards the West with minimal representation of scholars of other ethnicities than White in science curricula in Higher Education (HE). Calls to decolonise science curricula seek to diversify content by acknowledging the role of racism and privilege in the history of science, aiming at creating a HE that is less isolating for minoritised ethnicities and feels welcoming to students of all identities. This case study explored science teaching staff’s familiarity with and misconceptions of decolonisation at a UK HE institution using an online questionnaire. We further assessed participants’ perceptions of barriers, benefits and risks, training needs, and preparedness to take actions in their teaching. We found that a majority of participants had a positive disposition towards decolonising their teaching, but that critical misconceptions, e.g. linking decolonisation to ‘cancel culture’ and ‘colour-blind’ behaviour were common, while important barriers, e.g. a lack of training and constraints on time, halt progress. We provide specific recommendations for staff training and a brief historical background relevant to life sciences. By supporting teachers, that train future generations of scientists, to decolonise the curriculum we can improve equity in HE, academia, and society.

show abstract

Decolonising the curriculum: students’ perspectives in criminology

Cited by 3 publications

References 38 publications

An Exploration of the Persisting Legacy of Imperial Rhetoric in Modern Education Through a Case Study on ‘Eugenics, Race, and Psychiatry in the Cape Colony, 1890–1908: DR Thomas Duncan Greenlees’

An Exploration of the Persisting Legacy of Imperial Rhetoric in Modern Education Through a Case Study on ‘Eugenics, Race, and Psychiatry in the Cape Colony, 1890–1908: DR Thomas Duncan Greenlees’

Coproducing Recommendations for Decolonizing the Psychology Curriculum With Psychology Faculty Members

Exploring attitudes to decolonising the science curriculum—A UK Higher Education case study

Contact Info

Product

Resources

About