Decolonising the curriculum: challenges and opportunities for teaching and learning

Marlon Moncrieffe; Robin Dunford; Yaa Asare

Decolonising the curriculum: challenges and opportunities for teaching and learning

Marlon Moncrieffe, Robin Dunford, Yaa Asare

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Chapter › peer-review

Abstract

A renewed call to ‘decolonise’ the university curriculum has marked a shift in thinking about education and what should form the canon of curriculum content. It has been amplified further here in the UK by the ‘Rhodes must fall’ campaign. However,
fresh approaches and opportunities for advancing practice in teaching and learning, with an aim to diversify the university curriculum for teaching and learning, are not without challenges. Our paper reflects on the meaning of decolonising the curriculum and on attempts to decolonise the curriculum at both institutional and subject specific level. In this article, which is in three sections, we use examples from our own practice to reflect on some of the challenges of decolonising the curriculum and opportunities for sharing good practices amongst colleagues.

Original language	English
Title of host publication	Navigating with practical wisdom
Editors	Gina Wisker, Lynda Marshall, John Canning, Sue Greener
Place of Publication	Brighton, United Kingdom
Publisher	University of Brighton Press
Pages	20
Number of pages	29
ISBN (Print)	9781910172216
Publication status	Published - 12 Jul 2019
Event	Article emerging from the University of Brighton Learning and Teaching Conference 2018 - Brighton, United Kingdom Duration: 13 Jul 2018 → 13 Jul 2018

Conference

Conference	Article emerging from the University of Brighton Learning and Teaching Conference 2018
Country/Territory	United Kingdom
City	Brighton
Period	13/07/18 → 13/07/18

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Decoloning the curriculum: challenges and opportunities for teaching and learningFinal published version, 1.78 MB

Robin Dunford
- R.F.Dunfordbrighton.acuk
- School of Humanities and Social Science - Principal Lecturer
- Centre for Applied Philosophy, Politics and Ethics
Person: Academic

1 Oral presentation

Decolonising the primary school history curriculum Transforming approaches to teaching and learning about national identity and nation
Marlon Moncrieffe (Keynote speaker)
25 Feb 2021
Activity: External talk or presentation › Oral presentation

Cite this

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title = "Decolonising the curriculum: challenges and opportunities for teaching and learning",

abstract = "A renewed call to {\textquoteleft}decolonise{\textquoteright} the university curriculum has marked a shift in thinking about education and what should form the canon of curriculum content. It has been amplified further here in the UK by the {\textquoteleft}Rhodes must fall{\textquoteright} campaign. However,fresh approaches and opportunities for advancing practice in teaching and learning, with an aim to diversify the university curriculum for teaching and learning, are not without challenges. Our paper reflects on the meaning of decolonising the curriculum and on attempts to decolonise the curriculum at both institutional and subject specific level. In this article, which is in three sections, we use examples from our own practice to reflect on some of the challenges of decolonising the curriculum and opportunities for sharing good practices amongst colleagues. ",

author = "Marlon Moncrieffe and Robin Dunford and Yaa Asare",

year = "2019",

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day = "12",

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editor = "Wisker, {Gina } and Lynda Marshall and Canning, {John } and Greener, {Sue }",

booktitle = "Navigating with practical wisdom",

publisher = "University of Brighton Press",

note = "Article emerging from the University of Brighton Learning and Teaching Conference 2018 ; Conference date: 13-07-2018 Through 13-07-2018",

}

Moncrieffe, M, Dunford, R & Asare, Y 2019, Decolonising the curriculum: challenges and opportunities for teaching and learning. in G Wisker, L Marshall, J Canning & S Greener (eds), Navigating with practical wisdom. University of Brighton Press, Brighton, United Kingdom, pp. 20, Article emerging from the University of Brighton Learning and Teaching Conference 2018, Brighton, United Kingdom, 13/07/18.

Decolonising the curriculum: challenges and opportunities for teaching and learning. / Moncrieffe, Marlon; Dunford, Robin; Asare, Yaa.
Navigating with practical wisdom. ed. / Gina Wisker; Lynda Marshall; John Canning; Sue Greener. Brighton, United Kingdom: University of Brighton Press, 2019. p. 20.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Chapter › peer-review

TY - CHAP

T1 - Decolonising the curriculum: challenges and opportunities for teaching and learning

AU - Moncrieffe, Marlon

AU - Dunford, Robin

AU - Asare, Yaa

PY - 2019/7/12

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AB - A renewed call to ‘decolonise’ the university curriculum has marked a shift in thinking about education and what should form the canon of curriculum content. It has been amplified further here in the UK by the ‘Rhodes must fall’ campaign. However,fresh approaches and opportunities for advancing practice in teaching and learning, with an aim to diversify the university curriculum for teaching and learning, are not without challenges. Our paper reflects on the meaning of decolonising the curriculum and on attempts to decolonise the curriculum at both institutional and subject specific level. In this article, which is in three sections, we use examples from our own practice to reflect on some of the challenges of decolonising the curriculum and opportunities for sharing good practices amongst colleagues.

M3 - Chapter

SN - 9781910172216

SP - 20

BT - Navigating with practical wisdom

A2 - Wisker, Gina

A2 - Marshall, Lynda

A2 - Canning, John

A2 - Greener, Sue

PB - University of Brighton Press

CY - Brighton, United Kingdom

T2 - Article emerging from the University of Brighton Learning and Teaching Conference 2018

Y2 - 13 July 2018 through 13 July 2018

ER -

Decolonising the curriculum: challenges and opportunities for teaching and learning

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Robin Dunford

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Decolonising the primary school history curriculum Transforming approaches to teaching and learning about national identity and nation

Cite this