The Student Voice: Decolonising the Curriculum

Journal article


Takhar, S. (2023). The Student Voice: Decolonising the Curriculum. Equity in Education & Society. https://doi.org/10.1177/27526461231192671
AuthorsTakhar, S.
Abstract

This case study presents the importance of the student voice to decolonise the curriculum at a British university. The aim is to emphasise the increasing necessity and urgency for student input to the wider decolonisation process to foster equality. It has been argued by some scholars that decolonisation of the curriculum in higher education institutions (HEIs) is closely connected to the racial awarding gap and the student voice plays an integral role regarding future decisions about pedagogy. The Student Voice: Decolonising the curriculum project did not ask Black, Asian, and Minority Ethnic (BAME) students to spend time helping the university to decolonise the curriculum, rather it sought input from students who are experiencing the current curriculum. The process of decolonisation is often underestimated and not acted upon due to a lack of time. However, it is important as often the racial awarding gap reflects pedagogical practices which exclude BAME students. Student input to pedagogical decisions is an important step towards inclusivity. Critical conversations and co-produced resources such as websites can all contribute to an institution better equipped to deliver pedagogical practice contributing to narrowing the racial awarding gap and the wider aim to decolonise the curriculum.

KeywordsDecolonising, Curriculum, Pedagogy, Student Voice
Year2023
JournalEquity in Education & Society
PublisherSage
ISSN2752-6461
Digital Object Identifier (DOI)https://doi.org/10.1177/27526461231192671
Publication dates
Print31 Jul 2023
Publication process dates
Deposited25 Jul 2023
Publisher's version
License
Accepted author manuscript
License
File Access Level
Controlled
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https://openresearch.lsbu.ac.uk/item/948v2

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