It draws attention to how often the only world view presented to learners is male, white, and European. It will not be an easy transition, but it is long overdue and must be addressed, as well as the lack of other representation and senior representation in the staff of HEIs, scholarly communication and the library and information sectors. 1 (2018): 56–73, https://journals.sagepub.com/doi/full/10.1177/0011392116680020 (accessed 18 July 2019). A list of the abbreviations and acronyms used in this and other Insights articles can be accessed here – click on the URL below and then select the ‘full list of industry A&As’ link: http://www.uksg.org/publications#aa. Mariya Hussain, “Why is My Curriculum White?,” National Union of Students [Blog], https://www.nus.org.uk/en/news/why-is-my-curriculum-white/ (accessed 18 July 2019). Insights 32 (1): 24. Therefore Wolff argues for heterogeneity of knowledge as ‘whatever cultural goods we have access to’ instead. Request More Information. Insights, 32(1), 24. International Social Work is a scholarly peer reviewed journal designed to extend knowledge and promote communication in the fields of social development, social welfare and human services. Goldsmith University Library, “Liberate our Library,” accessed May 29, 2019, https://www.gold.ac.uk/library/about/liberate-our-library/ (accessed 18 July 2019). Does the student have the confidence to start being critical on a topic they are just starting to understand; and how will it be perceived by the academic and other students? The issue for students who are other (BAME, LGBTQ, etc.) Charles, Elizabeth. 1/2 (Spring-Summer 1990): 7–23. Additionally, or in some cases as a starting point, this is being debated by the student body via student unions. disabled, LGBTQ, etc.) As they do so, they are more focused on finding faculty who have experiences and competencies that can contribute to these efforts. There is growing research that shows that BAME students in HEIs may have entry qualifications similar to those of their non-BAME peers, but there is still a gap in the quality of degree attained that can only be explained by a less than neutral effect of race or racism. The higher education system in Africa and South Africa in particular, is still too academic and distant from the developmental challenges of African local communities. Decolonizing art history would entail a process with several stages that starts by accepting the need to reframe how art historians categorize the world: a re‐education of sorts. Meera Sabaratnam, “Decolonising the Curriculum: What’s all the fuss about?,” SOAS Blog, January 18, 2017, https://www.soas.ac.uk/blogs/study/decolonising-curriculum-whats-the-fuss/ (accessed 18 July 2019). The plagiarized memo, which reaffirmed the college’s commitment to antiracist education, was “unacceptable and inexcusable,” Gaudelli wrote in a message to faculty and staff members. It concludes that there is a need for academia to now move past just identifying that there are issues about retention and progression of BAME and othered students and staff, and for both the library and information and scholarly communication sectors to act to address this now. Her research focuses on the intersections of race, class, and gender within systems and institutions such as labor, welfare, and higher education, as well as, how civic engagement, economic development and social change processes impact the growth of neighborhoods and individuals. Insights. High School: Graduate with your diploma. Ontario Grade 12, US Grade 12, GCE/GCSE at the A/AS level, CAPE, IB, etc. Beyond traditional health measures, Aboriginal peoples also endure a disproportionate burden of disparity related to workforce participation, low income, education, and sub-standard living conditions. Some public librarians in Australia, New Zealand and Canada are asking those marginalized groups to work in partnership with them to agree from an indigenous peoples’ viewpoint how sections of the library collection should be grouped and labelled. The Alaska Native-Themed GER addresses UAA's mission to serve 'the higher education needs of the state, its communities, and its diverse peoples'. This article seeks to give a very brief history and context for why this is fundamental for academic institutions and what role libraries and the scholarly communication sector can play in this movement. It may be challenging to find content from the global south, using indexes and abstracts in English, but it is not an insurmountable challenge.26 For researchers, that broadening of perspective and an awareness of research output from the global south may result in a more significant impact of their research output, collaborative opportunities and new knowledge. To kick-start the Working Group, we held an event in February 2019 – Decolonizing the Curriculum: what’s all the fuss about?9 – to test the interest and appetite. If you only ever read research outputs and monographs from global north authors and publishers, then you are not exposed to other approaches, voices and ideas from those in the global south. We would like to show you a description here but the site won’t allow us. Equality Challenge Unit now part of Advance Higher Education, ECU’s Race Equality Charter (REC) aims to improve the representation, progression and success of minority ethnic staff and students within higher education, https://www.ecu.ac.uk/equality-charters/race-equality-charter/about-race-equality-charter/ (accessed 19 July 2019). Year after year, ASVAB For Dummies has been the #1 ASVAB test prep book on the market.And now it’s expanded and improved for 2020/2021! Jan Etienne, “Decolonising the Curriculum: What’s all the fuss about?,” Events Blog, http://blogs.bbk.ac.uk/events/2019/02/11/decolonising-the-curriculum-whats-all-the-fuss-about/ (accessed 18 July 2019). Indigenous peoples’ experiences with education in Canada has been a contentious one. DOI: http://doi.org/10.1629/uksg.475, Charles E, ‘Decolonizing the Curriculum’ (2019) 32 Insights 24 DOI: http://doi.org/10.1629/uksg.475, Charles, Elizabeth. Fran M Collyer, “Global patterns in the publishing of academic knowledge: Global North, global South,” Current Sociology 66, no. Amit Chaudhuri, “The real meaning of Rhodes Must Fall,” The Guardian, March 16, 2016, https://www.theguardian.com/uk-news/2016/mar/16/the-real-meaning-of-rhodes-must-fall (accessed 18 July 2019). Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. Nicola Wright, “What do we need to change, to change?,” recording of the presentation, https://tv.theiet.org/?videoid=12917 UKSG 2019 Conference (accessed 18 July 2019). As an Assistant Director of Library Services at Birkbeck, I am interested in how decolonizing the curriculum plays out in academic libraries. This review should manifest itself in changes to reading lists and resources required to support the subjects being taught as well as, one hopes, conversations about other alternative sources/resources between subject librarians and academics or researchers. We need to start articulating the inclusiveness and widening of our requirements to publishers and vendors. we are all the product of the society we live in and thus we all have unconscious biases that we need to be aware of and check against. Violet Fox, “The Dewey Decimal Classification Needs You!,” Next (blog), OCLC, 21 May 2019, http://www.oclc.org/blog/main/the-dewey-decimal-classification-needs-you/ (accessed 18 July 2019). So, this, coupled with the Teaching Excellence Framework (TEF) and the National Student Survey, has had the effect of recognizing that the student’s voice is important. The trend of ‘decolonizing learning’ and its importance is summed up as follows: ‘A curriculum provides a way of identifying the knowledge we value. I look at why this is so important for black, Asian and minority ethnic (BAME) and othered (otherly minoritized, e.g. This movement was then mirrored in the Rhodes Must Fall Oxford campaign.4 The theme of questioning what message was being communicated by the voices that were included in canons being taught, and those that are absent, was picked up by the National Union of Students in the Why is my curriculum white? 2019. This journal is a member of the Committee on Publication Ethics (COPE). Examples of Indigenization in education could include the inclusion of Indigenous readings, adoption of Indigenous learning approaches in the classroom. This movement has been slowly spreading in the UK, and there is an ongoing movement of higher education institutions (HEIs) reviewing their curricula and using the decolonizing lens to do so. More importantly, if you as the non-expert want to start a discussion about this lack of inclusivity, how do you phrase this so that it is seen as contributing to a discussion rather than disrupting the orderly flow of the class? Do something different, make changes, review your organization with a critical lens and map actions to address if not remove barriers that impact on recruitment, retention and progression of the diverse voices that are wanted in this sector. When we look at border-town violence and police brutality against Native people, Native people are more likely to be killed by police officers than any other minority group in the Nation. I joined the Decolonizing the Curriculum Working Group part of a research centre at Birkbeck. ... Higher Education. William Gaudelli, dean of Lehigh University’s College of Education, apologized for a recent college memo that included sections from a course description from another university, without attribution. ‘A new glass ceiling’: Biden administration orders schools to allow males on female teams, University of Dallas student denied internship solely for being white, College set to fire professor who tweeted ‘Black privilege is real’, Music professor sues university for punishing him over defense of ‘racist’ composer, Democratic senator wants IRS to investigate conservative student group for holding large event, Powered by the Student Free Press Association. Canada's health-care system, like the country itself, is a complex entity. Charles, E., 2019. His work is published by, Original. Is that sustainable, is that just, is that how we want new researchers to see their output having an impact – only on a subsection rather than the whole? Meera Sabaratnam, Senior Lecturer in International relations at SOAS and Chair of the Decolonizing SOAS Working Group, also highlighted this issue at the Birkbeck event. Certainly, what we currently have with the leaky pipeline of othered students, othered academic, library and information professionals and scholarly communication staff, is not sustainable, and we cannot continue to ignore this issue. 1 (May 2018): 16–45, https://www.up.ac.za/media/shared/85/Strategic%20Review/vol%2040(1)/Ndlovu-Gatsheni.pdf (accessed 18 July 2019). HGSE's Ethnic Studies and Education course is a whole community, as its culminating symposium showed. It structures the ways in which we are taught to think and talk about the world. 1 (2019): 24. To stay in contact with The College Fix and get links to our articles, please sign up for our twice-weekly emails. It is an approach that includes indigenous knowledge and ways of learning, enabling students to explore themselves and their values and to define success on their own terms.’13. Decolonizing learning prompts us to consider everything we study from new perspectives. Like The College Fix on Facebook / Follow us on Twitter. As the two papers in The Lancet's Series on Canada1,2 make clear, the country's health-care landscape is made up of multiple people, places, and policies with often overlapping—and sometimes conflicting—jurisdictions, priorities, paradigms, and practices. Open University, “The Innovating Pedagogy 2019”, 3. Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. Though curriculum review is taking place in the Schools at Birkbeck, the Library has not yet been involved. kandidat- og masteruddannelser inden for pædagogik, uddannelse og ledelse. The term ‘decolonizing the curriculum’ is of high currency in higher education in the UK and in local students’ unions at these institutions. My inclusion at the UKSG 2019 Conference panel discussion [recording19] was to respond to what we can do, or should be doing, for the publishers and vendors in the audience, to diversify the scholarly communication sector. As librarians, we should reflect decolonization in the content that we purchase or subscribe to and in the tools that we use to categorize and label knowledge (from classification schemes to discovery layers). Entry into the JD program requires some years of higher education beyond secondary school. DPU, Aarhus Universitet, er Danmarks største universitetsforskningsmiljø for grundforskning og anvendt forskning i uddannelse og pædagogik og udbyder bachelor-. Likewise, lack of diversity is applicable to BAME senior staff, or the lack thereof, in the scholarly communication sector. The time is right for decolonizing the curriculum to reinvigorate what is being taught in HEIs. is that they come to university to learn about a subject they are interested in and look to the academic to be the expert on this: very much the power dynamics that they encounter in middle and high school and that they are familiar with. June 4, 2020. Femi Otitoju’s presentation on ‘Unconscious bias’ [slides20 and recording21] was a great introduction to the session of repositioning and embracing change. On a wider scale, there is the need to diversify the voices included in the curriculum as well as in those teaching it, and the need to be more inclusive, but on merit, not as a tokenistic gesture or tick-box exercise. “Rhodes Must Fall Oxford,” RMF Oxford, accessed May 29, 2019, https://rmfoxford.wordpress.com (accessed 18 July 2019). DOI: http://doi.org/10.1629/uksg.475, p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 15.0px Calibri; -webkit-text-stroke: #000000}span.s1 {font-kerning: none}. It is a powerful signal of the institution’s intent to no longer ignore the history that episteme is generated from and the role of the educational institution in that narrative.18. The message that is being communicated is then that you don’t belong, or that people like you have made no contribution to this subject area. Femi Otitoju, “Unconscious Bias,” recording of the presentation, https://tv.theiet.org/?videoid=12916, UKSG 2019 Conference (accessed 18 July 2019). After all, knowledge is not a finite commodity. In academia it will require effort on the part of the academics to undertake this work, and the institution to support and facilitate this, to result in a noticeable cultural change; likewise, for senior staff in the library, information professionals and the scholarly communication sectors. Insights, vol. The two key takeaways that resonated were: Nicola Wright’s presentation on ‘What do we need to change, to change?’ [slides22 and recording23] was very pertinent and continued the theme of how to set about implementing change: listening and then talking. The uptake of reading list software in academic libraries has made it easier to capture this data in a timely fashion and then interrogate it for patterns and trends, to feedback to academics and into curricula review discussion. Learn everything an expat should know about managing finances in Germany, including bank accounts, paying taxes, getting insurance and investing. “Decolonizing the Curriculum”. Keele University, “Keele Manifesto for Decolonising the Curriculum,” https://www.keele.ac.uk/raceequalitycharter/raceequalitycharter/keeledecolonisingthecurriculumnetwork/keelemanifestofordecolonisingthecurriculum/ (accessed 17 July 2019). conversations can take place and progress can be made when we move to a blame-free and evidence-based context. Some libraries/librarians have been active in scrutinizing what is on lecturers’ reading lists as a first step in raising awareness of race or gender bias in the reading lists for a subject/discipline. It is not simply about the token inclusion of a few BAME writers, but an underlying transformation from a culture of denial and exclusion to a consideration of different traditions of … Complete your high school education, regardless of your educational system in the world, e.g. If we only allow ourselves to be aware of and be influenced by a very narrow view, rather than a broader perspective, that could result in synergies not imagined being missed as a result. Insights 32, no. Attendance is free, thanks to local sponsorship. It also prompts us to examine our professional practices. As education has become increasingly global, communities have challenged the widespread assumption that the most valuable knowledge and the most valuable ways of teaching and learning come from a single European tradition. In the 1990s the focus was on an ‘inclusive curriculum’.1 ‘Decolonizing the university’ has been in currency since at least 2011, following on from the Malaysian conference on this, with its quest for non-Eurocentric paradigms.2 The recent prominent ‘decolonizing the curriculum’ movement can be seen as a continuation of this, originating at the University of Cape Town, South Africa. Orwell Studies Week in Higher Education Posted by Mike LaChance Saturday, November 28, 2020 at 8:00am | 11/28/2020 - 8:00am Your weekly report on campus news. The term ‘decolonizing the curriculum’ is of high currency in higher education in the UK and in local students’ unions at these institutions. DOI: http://doi.org/10.1629/uksg.475, Charles E. Decolonizing the curriculum. Seriously? The Dewey Decimal Classification editorial board has recognized this need to decolonize the classification scheme that is used internationally and has its basis in the 18th-century view of the world. In critically re-examining what is included in the curriculum – the voices, narratives and different sources of knowledge – education could be transformative of both the individual (staff and/or student) and the impact this might have on the subject discipline and society. Claude Alphonso Alvares and Shad Saleem Faruqi, eds., “Decolonising the University: The Emerging quest for non-Eurocentric paradigms,” International Conference on Decolonising Our University (2011: George Town, Pulau Pinang, Malaysia) [Glugor], Pulau Pinang: Penerbit Universiti Sains Malaysia, c2012. Big Tech's purge of conservatives continues. Plenary panel discussion on “Repositioning and embracing change in the scholarly communication sector,” https://tv.theiet.org/?videoid=12918, UKSG Conference 2019 (accessed 18 July 2019). You never know where the next breakthrough will occur, and other ideas may take you in unexpected directions and towards possible collaborations. Some librarians have been looking critically at the classification scheme they use, the subject terms used for marginalized groups and non-Eurocentric viewpoints on their catalogue. Love, a Black professor of education at the University of Georgia, will be the keynote speaker. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity. At Project Implicit25 you can test for several different biases. comments powered by For the majority of 18- to 19-year-olds, I would say that they do not have lingua franca to articulate their concern and probably do not feel, as yet, that part of their participation in higher education is to question what is being presented as the canon they must assimilate in order to progress successfully in their studies. The point that you are the product of your society also applies to researchers in that you are what you read. In any case, why should the task of diversifying the voices included in the curricula rest on the shoulders of students who are marginalized or other?11. Femi Otitoju, “Unconscious Bias,” slide presentation, https://www.slideshare.net/UKSG/unconscious-bias-141007093, UKSG 2019 Conference (accessed 18 July 2019). These exercises have been valuable first attempts, with the hope that the findings will galvanize action throughout all curricula, thus mainstreaming it. Two presentations from the plenary session provided a good starting point and the article touches on how decolonizing the curriculum may impact research/researchers. Students are taught to stay abreast of their field/subject area, but are we really just saying focus only on global north ideas, publications and research, and that the rest of the world has nothing to offer? Change is being demanded by the student unions in the University of Cambridge; the University of Oxford; the University of the Arts London; Goldsmith University; Keele University; the University of Kent; the University of Leeds; the School of Oriental and African Studies (SOAS); Birkbeck, University of London; Queen Mary University of London; the University of East London; the London School of Economics; the University of the Arts London and the University of Westminster, to name but a few. The definition from Keele University’s Decolonizing the Curriculum Manifesto is preferred as it is all-encompassing of the Institution and its members, be they students or staff: ‘decolonizing the curriculum means creating spaces and resources for a dialogue among all members of the university on how to imagine and envision all cultures and knowledge systems in the curriculum, and with respect to what is being taught and how it frames the world.’7. Transformation in Higher Education is an international, transdisciplinary journal that seeks original contributions that reflect upon and theorise transformation in higher education in all its different nuances. This echoed a similar event held at SOAS10 in 2017. Government plan still leaves education workers, families, and students in the dark Wholly inadequate planning is a pattern with this government and, unsurprisingly, this week’s government announcement fails to address the challenges faced by families in the province. 2019. Decolonizing the curriculum. Sandlanee Gid is an instructor of Reconciliation Studies at the University of British Columbia and the Haida Gwaii Higher Education Society. It has put a call out on this issue to diversify perspective in revising the Dewey Decimal Classification: ‘Today, the editors work to adapt Dewey to demonstrate librarians’ deeply held values of equity, diversity, and inclusion. Personalized Pathways. Marilyn Clarke, “Liberate our Library: social justice and need to change,” UKSG eNews 438 Editorial, https://www.uksg.org/newsletter/uksg-enews-438/liberate-our-library-social-justice-and-need-change (accessed 18 July 2019). Being aware of our unconscious bias and acting on this also impacts not just teaching and the resources used but more importantly research output, innovation, new theories or insights. We have everything to gain in revealing the different voices and connections that have produced knowledge and in acknowledging that the implicit messages that institutions communicate do impact on the individual, be it staff or student. In what became known as the Rhodes Must Fall movement,3 students demanded that the Cecil Rhodes statue prominently and centrally on display at that University be removed for what it symbolized and the history it represented in a place of education. Elizabeth Higginbotham, “Designing an Inclusive Curriculum: Bringing All Women into the Core,” Women’s Studies Quarterly 18, No. For some HEIs, working towards the Race Equality Charter17 in conjunction with decolonizing the curriculum has ensured that a systemic analysis of the whole institution and its norms takes place. The articles submitted to newspapers will be under the title "Full Circle - Returning Native Research to the People" Submissions of current research in the areas of Environment, Public Health, Psychology, Education, and General Health are invited. students and what steps some libraries have already taken. The CASN Framework of Strategies for Nursing Education to Respond to the Calls to Action of Canada’s Truth and Reconciliation Commission paper was created in partnership with the Canadian Indigenous Nurses Association and with cross-country input. Publishers should actively support the next generation of diverse authors by mentoring, providing workshops, etc., to facilitate them, making that connection and developing potential, recognizing that those current students going through the education system will be the authors of the future. To address this bias to the global north, Imperial College has run geographic/geospatial bias workshops with their researchers, having undertaken a customized Implicit Association Test (Harvard University) on ‘whether you implicitly associate good research with countries of high-income, with countries of low-income or whether it makes no difference’24; to raise awareness of this and discuss the possible impact on research/researchers and next steps. Increasingly, institutions of higher education are becoming more intentional and programmatic about their efforts to embrace principles of inclusion, equity, justice, and diversity throughout campus life. 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