Student-Staff Partnerships for Diversifying and Decolonising the Higher Education Curriculum

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In this paper we discuss a student-staff partnership project to diversify and decolonise the Higher Education curriculum at the University of Brighton, UK. The Inclusive Practice Partnerships Scheme was launched in November 2020, and now in its second year, recruits 64 undergraduate students to co-develop the curriculum within each of the eight Schools across the University. The Scheme is unique in the sector in its focus on undergraduate student experience as the catalyst for a review of curriculum, supporting the development of this work across a wide range of subject areas. It uses the expertise of academic developers to guide and facilitate the work, developing an institutional approach with localised strategies and outcomes, and establishing effective partnership working relationships with academic staff to change perceptions about the relevance and importance of curriculum reparation in all disciplinary areas. The Scheme is a key part of University strategy that aims to address differential outcomes for Black, Asian and Minority Ethnic students and is supported through the Access and Participation Plan and Race Equality Charter Action Plan.
Original languageEnglish
Pages (from-to)327-341
Number of pages15
JournalEquity in Education and Society
Issue number3
Publication statusPublished - 27 Jun 2022


  • Diversifying the Curriculum
  • Decolonising the Curriculum
  • Partnership working
  • Race Equality
  • inclusion
  • Inclusive Learning and Teaching
  • Inclusive Pedagogies


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