Decolonising the curriculum at the University of Reading

Laville, A. (2023) Decolonising the curriculum at the University of Reading. Psychology Teaching Review, 29 (1). pp. 56-59. ISSN 0965-948X doi: 10.53841/bpsptr.2023.29.1.56

Abstract/Summary

• From a series of listening exercises as part of the Race Equality Review (2021) at the University of Reading, it become clear that decolonising the curriculum is important to both students and staff. • The aim of the decolonising the curriculum project was to create an effective resource to support colleagues to decolonise their curricula across a varied range of disciplines across the University. • The key consideration points throughout the project were a) to make sure we established a clear vision of what decolonising the curriculum means for Reading students and staff, b) the resource provides guidance on how to consider decolonising the curriculum within your own practice, c) informs how other colleagues have engaged in decolonising the curriculum, and d) what additional learning can take place to advance your understanding of decolonising the curriculum. • Challenges included balancing a call to action with a considered approach to encouraging personal reflection. • The resources have received excellent feedback from students and colleagues, and received external recognition from colleagues working across the sector.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/111657
Item Type	Article
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Publisher	British Psychological Society
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