The Delivering Decolonisation across the Higher Education Sector training course will offer a 2-day interactive programme allowing universities to explore how they can design and implement an institution-wide decolonisation strategy.
The course will use lived experience and testimony to bring the issue of decolonisation to life. The course will examine the role of institutional culture, curricula design and teaching pedagogy and offer participants an opportunity to form an action plan for leading a decolonisation process. The course will also explore the role of high-quality co-production with students and consider what an inclusive and accessible approach to teaching and student provision looks like. The course will use an empathy-building approach throughout, enabling attendees to connect with the decolonisation project in a meaningful way that will sustain long-term action.
What to Expect
- Analysis of what decolonisation means and how it can be implemented
- Interactive sessions focussed on developing an institution-wide approach
- Practical insights and ideas on decolonising curricula and teaching pedagogy
- Solutions and ideas on transforming structures, leadership and student provision
- Exploration of student co-production in the design of a decolonial process
Course Led by Mia Liyanage
Mia Liyanage is a decolonisation advocate and the author of Miseducation: decolonising curricula, culture and pedagogy in UK universities from the Higher Education Policy Institute (HEPI). She is currently the Race Equality Charter Officer at Goldsmiths, University of London; she is also an Associate Consultant at Advance HE. She is the former Co-Chair of Common Ground Oxford, a student movement challenging racism, classism and the legacy of colonialism in both the University and the city of Oxford. Mia holds a BA in History and a master’s in U.S. History from the University of Oxford, and her research specialism is queer history.
- Day 1
- Day 2
This session will enable you to meet your peers joining the course, explore the objectives for the 2-day programme and will allow you to develop your own learning goals for the course.
This session will provide a rich introduction to the issue of decolonisation in higher education. The session will examine how decolonial principles can be used to reassess higher education provision. Powerful testimony from staff and students will be presented alongside plenty of time for discussion and reflection. This approach of centring lived experience will:
- Build empathy around the charged issues of racism, Eurocentrism and discrimination as experienced by staff and students of colour
- Illustrate why decolonising is essential for higher education institutions’ curricula, pedagogy and institutional cultures
- Provide a robust yet nuanced understanding of decolonisation that will sustain attendees through the process of decolonial change in their institutions
Decolonisation demands a holistic approach. This interactive workshop session will allow you to assess how you can support the development of an institution-wide approach to decolonisation focussed on culture, structures and teaching provision.
This session will allow you to examine your existing practice and challenges and explore critical action points for designing a decolonisation strategy.
The session will consider:
- What constitutes an effective decolonisation strategy
- Embedding decolonisation within leadership structures
- Preventing the conflation of decolonial practice with EDI initiatives
- Evaluating and measuring progress
- Tackling discrimination and hostility towards those progressing the decolonial agenda
- High impact approaches to preventing unconscious bias
This workshop will also allow you to go beyond teaching and learning provision to consider how students interact with your university, the support provided to BAME students and underrepresented groups, and how structures should support accessibility and inclusion.
*Programme subject to change
Ahead of the start of Day 2, this session will allow you to reflect on key learning objectives, assess outcomes so far and consider how you may choose to facilitate change in your institution.
In this interactive session you will have the opportunity to examine practical ideas and solutions that can be adopted to decolonise course content, as well as teaching practices and provision. The session will explore how both curricula and pedagogy can be decolonised and will assess key action points for higher education teachers and lecturers.
This session will ask; what does a decolonised approach to teaching pedagogy look like? and will explore how decolonisation can enhance academic rigour, expose new perspectives and explore new pedagogical approaches.
Be prepared to explore your existing practice and how you can lead transformation in course curricula and pedagogy.
With regard to curricula, the session will cover:
- Examining how unrepresentative and inaccessible curriculum design can be identified and transformed
- Assessing how standard narratives routed in colonial thinking can be discussed and challenged
- Supporting the diversification of research approaches and preventing the homogeneity of Euro-centric content
- Embedding marginalised voices and supporting improved inclusivity in the development of modules, themes and sources
- Translating the principles of a decolonisation into practical action points for lecturers and teaching staff
- Harnessing a diverse range of teaching styles, research approaches and assessment methods to enhance accessibility and engagement
With regard to pedagogy, the session will consider:
- Embedding inclusion in teaching practice
- Strategies and ideas for the lecture theatre or classroom
- Class discussion and student engagement
- Acting on student feedback and co-production outputs
- Assessment practices
- Reviewing teaching pedagogy
- Linking decolonisation to student outcomes
The workshop will consider the process for decolonising a course:
- Securing buy in for a decolonisation agenda within a department
- Establishing clear leadership and oversight
- Reviewing course content and sources
- Evaluating research approaches and accessibility
- Formulating a process for the diversification of content
- Embedding representation and inclusivity into course design – and understanding the difference between decolonisation and inclusion
In this round table, Mia will be joined by seasoned student activists who have conducted years of grassroots campaigning for decolonisation. Illustrated by their insights, this session will explore the importance – and the benefits – of equitable student co-production.
- Collaborating with students to determine their priorities in the construction of a decolonised institution
- Examining how a process of co-production can be developed and how student feedback can guide the enhancement of service and structures
- Ensuring higher education courses and services are designed around inclusivity allowing participation for underrepresented students
The discussion will explore:
- What do existing institutional structures mean for students of colour and students from underrepresented groups?
- What does cultural change on decolonisation look like?
- The challenges of unconscious bias, discrimination and harassment
- How student services and support provision can be decolonised
- What decolonisation means to incoming cohorts and what students expect on accessibility and representation
- How students are generally regarded in discussions about institutional change; the harm this causes; and the alternative: treating students as equal stakeholders with valuable expertise
- The importance of reframing how institutions think about student activism
*Programme subject to change
This Conference is specifically designed for the Higher Education sector. Those in attendance will include:
- Heads of EDI
- Head of Teaching and Learning
- Inclusion and Diversity Managers
- Course Directors
- Heads of Curriculum
- Directors of Student Support
- Directors of Student Services