Today we have two offerings on decolonising the curricula. The first is from Dr. Zayba Ghazali-Mohammed who has designed a poster that explores useful tools and approaches to classroom engagement. Eidan Moore, Nicole Miheso, and Shaun Bremner-Hart discuss the molecular biosciences curricula. Enjoy, and have a listen to Fela Kuti
Three Ways to Decolinise the Curriculum – Dr Zayba Ghazali-Mohammed
Dr Zayba Ghazali-Mohammed has been leading research on decolonising the psychology curriculum. The research seeks to design tools beyond box-ticking of inclusive teaching and learning experiences to meaningful ones where students feel represented and appreciated ✅💡.
Through discussions with lecturers and students, we identified three tools that serve as practical entry points to embed diverse perspectives into our teaching practices 🧠.
To view more tools collected from the discussions, have a look at the Padlet.
Decolonising the Molecular Biosciences curricula – Eidan Moore, Nicole Miheso, Shaun Bremner-Hart
There is often a perception that the sciences are unbiased and objective in their delivery of facts. However, historical and Eurocentric biases in funding, research and dissemination have created a ripple effect in which inequities are translated into taught material, inadvertently influencing future scientists. Decolonising the curriculum refers to the active process of evaluating and confronting the colonial roots in a subject area. It involves challenging Eurocentric and imperialist biases to remodel a curriculum to be more inclusive and diverse. This work sought to assess the level three Biomolecular Science (Biochemistry, Molecular and Cellular Biology and Genetics) curricula for instances of colonial science and bias. We then sought to diversity and decolonise teaching material.
Lead editor: Edward Beggan
Editors: Louise Sheridan, Shaun Bremner-Hart & Colin Mack