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The traditional definition of decolonisation is to withdraw from a colonised country, i.e. the dismantling of the empire. For the UK this was done after WWII when countries such as India, Kenya, etc. gained independence. In educational settings, decolonisation refers to the dismantling of the Western ideologies presented to students and the acknowledgement of the culture, thinking and philosophies of other peoples. 

Textbooks, teaching materials and teaching sessions are all inclined towards Western, European or even British thinking and therefore are not always appropriate for international students. This imposition of Western ideologies on international students may cause confusion or even unrest as they grapple with concepts alien to them. 

The challenge therefore is to ensure that teaching is inclusive to all cultures and exposes learners to ideas and thinking from around the world to make this a more socially and culturally acceptable situation for all learners. 

Best Practice Tips

  • Acknowledge that knowledge is a shared resource to which all cultures have contributed and not a solely Western-centric phenomenon. 
  • Recognise that historically knowledge and teaching has been directed towards one particular group, i.e. western, male colonisers, and this notion may persist amongst specific groups, particularly those from prior colonial countries. 
  • Develop learning materials and teaching sessions which are wholly inclusive to all cultures, comparing examples where possible. Be mindful not to develop stereotypes of particular groups or cultures. 
  • Provide a safe space in which these cultural differences can be discussed between learners to facilitate a better understanding of expectations and differences. 
  • No one person or group has ownership over decolonisation. It is a shared responsibility between staff and students. 
  • Support and encourage challenges to current thinking in light of decolonisation. 
  • Foster a community of dignity, respect and understanding for all cultures. 
  • Ensure that the material used in teaching is balanced and that the white male is not excluded altogether. 

Further Reading and Resources

LSE Podcast (2019), ‘Decolonising the curricula: why necessary and why now’.

SOAS Blog (2017), ‘Decolonising the curriculum: what’s all the fuss about?’.