From decolonising the curriculum to countering the effects of colonisation on university teaching, research and culture: academics offer advice and resources for addressing these complex challenges
The question of decolonisation has grown in prominence in higher education in the past decade. Foluke Adebisi looks at why the concept is so often misinterpreted – and what is needed for universities to do it well
Beyond the concept of decolonisation is the process of Indigenisation. Here, Raelee Lancaster provides four reflective questions that institutions can ask themselves when considering how to respect and elevate Indigenous knowledge
A year of failed fieldwork in Africa led Sallie Burrough to ask questions about how researchers interact with the societies they work in. Here, she shares five tips for transparent, inclusive practices
To move beyond rhetoric, hollow commitments and well-intentioned one-time efforts, we must hold ourselves accountable, says a team from Simon Fraser University
Opening the curriculum to First Nations’ histories and knowledge is a key part of decolonisation, as lisahunter and Karen Lambert explain in this second part of their series
In the wake of the notorious television series it feels more crucial than ever that faculty reiterate to students the difference between historical fact and fiction
Primary sources can be used to diversify curricula and bring in marginalised voices. Jade G. Winn and Michaela Ullmann explain what library teams can do to support faculty and students in finding and assessing diverse materials
Decolonisation has the potential to rattle higher education’s sandstones and ivory towers, yet many struggle to know where to start. Karen Lambert and lisahunter use the context of initial teacher education in Australia to explain that it starts with you
Mathematicians have always looked at old problems in new ways. A database of original sources will give university-level mathematics students a global, historical view of their subject
