Musharrat J. Ahmed-Landeryou

Decolonising the curriculum disrupts the hegemonies regarding knowledge sharing and production, and gatekeeping what knowledge is visible and excluded, and therefore, disrupting inequity and injustice production in education (Abu Moghli and Kadiwal 2021). Decolonising the curriculum is in danger of becoming a trendy fad, with checklists and toolkits that shortcut to prescriptive actions and hence has potential for recolonising the curriculum to recycle the structurally enabled issues, and barriers, that the decolonising activity is trying to disrupt (Moosavi 2020). Decolonising the curriculum is not an end point but an ongoing process of reviewing, reframing, and rebuilding.

 

As part of the author’s teaching fellow sabbatical, for academic year 2021-2022, they produced an evidence-informed contextually based ‘Decolonising the curriculum checklist wheel: a reflective framework’. This presentation is a reflective account of developing the framework, how this framework engaged the wider university, the challenges and enablers in the framework take up. This framework is different from the others in that, there is no prescription for action but broad areas for deep and critical thinking to collaboratively identify issues and contextualised changes.

 

Applied knowledgeably, decolonising the curriculum is a way forward to embed impactful and sustainable change, disrupting the status quo of recycling inequity and injustice in education.