Many higher educational institutions and disciplines of study were created during colonial times and developed to match that world view. N8 universities are exploring decolonisation with the aim at understanding this legacy and beginning the work of updating curricula accordingly.
The University of Leeds’ decolonising framework aims to helps students and staff question issues of history, power and the origins of the knowledge taught. This framework was devised by a working group of academics, professional services staff and Leeds University Union executive officers in consultation with staff and students across the institution.
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This project seeks to understand the challenges of implementing inclusive and diverse pedagogical initiatives in the Faculty of Environment.
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Prof. Avtar S. Matharu, Deputy Director at the Green Chemistry of Excellence at the University of York and Co-Chair of the University Staff Race Equality Forum presents during the GCConnections event.
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The University of York’s efforts to decolonize how chemistry is taught holds lessons for other chemistry educators.
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This blog was written by members of the Horizon Institute, a University of Leeds organisation that seeks to connect interdisciplinary research with communities, NGOs and charities, local authorities, policymakers, businesses and the public, developing research together to create a positive impact.
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