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Only fifth of UK universities have said they will 'decolonise' curriculum Only a fifth of UK universities say they are 'decolonising' curriculum
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Universities under pressure to confront legacy of colonialism and reform curriculum Just 24 out of 128 asked about reforms to address colonial legacy are committed to idea
Only a fifth of UK universities have committed to reforming their curriculum to confront the harmful legacy of colonialism, an investigation by the Guardian has found.Only a fifth of UK universities have committed to reforming their curriculum to confront the harmful legacy of colonialism, an investigation by the Guardian has found.
The disclosure comes as universities are under pressure to modernise their curriculum to address the attainment gap between white students and those from black and minority ethnic backgrounds. The disclosure comes as universities are under pressure to modernise their syllabuses to address the attainment gap between white students and those from black and minority ethnic (BAME) backgrounds.
Giving a full and accurate version of British history that reflects injustices and lauds the contributions of black British people has also won widespread support from the Black Lives Matter protesters. The campaign to give a fuller version of British history that reflects injustices and lauds the contributions of black British people has also won widespread support from the Black Lives Matter protesters.
Academics and students said the Guardian’s findings reflected a reluctance in British higher education towards addressing colonialism’s impact on present day racism. Academics and students said the Guardian’s findings reflected a reluctance in British higher education towards addressing the impact of colonialism on present day racism.
They said many universities apparently failed to grasp that “decolonising the curriculum” went beyond adding black and non-western scholars to reading lists. They said many universities apparently failed to grasp that “decolonising the curriculum” went beyond adding black and non-western scholars to reading lists, arguing that reform should involve challenging and remaking the current pedagogy, which was rooted in imperial and colonial ideas about knowledge and learning, at an institutional level.
Reform should involve challenging and remaking the current pedagogy, which was rooted in imperial and colonial ideas about knowledge and learning, at an institutional level. Responses to freedom of information (FoI) requests from 128 universities found only 24 said they were committed to decolonising the curriculum. Of those, 11 were committed to reform across the whole institution, with most efforts confined to a few departments, or just one, or a handful of academics and students.
Responses to freedom of information (FoI) requests from 128 universities found only 24 said they were committed to decolonising the curriculum. Of those, only 11 were committed to reform across the whole institution, with most efforts confined to a few departments, or a single department, or handful of academics and students. Queen Mary’s University of London, said decolonising was confined to the school of English and Drama, while Newman University said one course in the English department explicitly referenced decolonising the curriculum.
Queen Mary’s University of London, said decolonising was confined to the school of English and Drama, while Newman University said only one course in the English department explicitly referenced decolonising the curriculum.
The University of East London reported it had run decolonising workshops in the school of art and digital industries.The University of East London reported it had run decolonising workshops in the school of art and digital industries.
Only nine of these universities had put their commitment to decolonise in writing, with just two, including Bristol University, mentioning it in their core strategic plan and another two noting it in their main curriculum framework.Only nine of these universities had put their commitment to decolonise in writing, with just two, including Bristol University, mentioning it in their core strategic plan and another two noting it in their main curriculum framework.
Educational experts said the findings showed that little progress had been made in decolonising higher education since the Rhodes Must Fall campaign – to demand the removal of a statue of the Victorian imperialist Cecil Rhodes from Oxford University’s Oriel college –began in 2015. Educational experts said the findings showed that little progress had been made in decolonising higher education since the Rhodes Must Fall campaign – to demand the removal of a statue of the Victorian imperialist Cecil Rhodes from Oxford University’s Oriel college – began in 2015.
Fope Olaleye, NUS black students’ officer, said the lack of progress was “shocking”. “Decolonising the curriculum means providing an accurate portrayal of history and providing students and staff with the tools to critically identify [how] the university reproduces colonial hierarchies. This will empower them to confront and reject the status quo and ensure knowledge production reflects our diverse society.” Fope Olaleye, black students’ officer at the National Union of Students, said the lack of progress was “shocking”. “Decolonising the curriculum means providing an accurate portrayal of history and providing students and staff with the tools to critically identify [how] the university reproduces colonial hierarchies. This will empower them to confront and reject the status quo and ensure knowledge production reflects our diverse society.”
Prof Kalwant Bhopal, the director of the centre for research in race and education at Birmingham University, said the sector should be ashamed of the findings. She added: “Every university should have this as a priority. If it’s not in the strategic plan, it’s not considered important to the university.”Prof Kalwant Bhopal, the director of the centre for research in race and education at Birmingham University, said the sector should be ashamed of the findings. She added: “Every university should have this as a priority. If it’s not in the strategic plan, it’s not considered important to the university.”
Prof Sunny Singh, senior lecturer in creative writing and English literature at London Metropolitan University, one of the universities committed to decolonising, said: “Despite the small pockets of resistance, as a sector, higher education in the UK is unconcerned or not bothered, if not actively hostile, to the idea of decolonisation.Prof Sunny Singh, senior lecturer in creative writing and English literature at London Metropolitan University, one of the universities committed to decolonising, said: “Despite the small pockets of resistance, as a sector, higher education in the UK is unconcerned or not bothered, if not actively hostile, to the idea of decolonisation.
“I’m very glad I work in a university that has for the last year and a half been happier and more supportive of my efforts. But I can also say that we’re an exception.”“I’m very glad I work in a university that has for the last year and a half been happier and more supportive of my efforts. But I can also say that we’re an exception.”
A further 84 universities said they were committed to other kinds of curriculum reform – making the curriculum more diverse, more international or more inclusive. A further 84 universities said they were committed to other kinds of curriculum reform – making the syllabus more diverse, more international or more inclusive.
Of the 106 universities committed to decolonising and other forms of curriculum reform, only 35 said black and minority students were formally engaged in some way in this work, although the degree to which varied widely. Of the 106 universities committed to decolonising and other forms of curriculum reform, only 35 said BAME students were formally engaged in some way in this work, although the degree to which varied widely.
Race equality specialist Sofia Akel, who last year wrote a report on racism at Goldsmiths University, raised concern that universities were often leaving such curriculum reform to black and minority ethnic students. Race equality specialist Sofia Akel, who last year wrote a report on racism at Goldsmiths, University of London, raised concern that universities were often leaving such curriculum reform to BAME students.
“Some universities are saying they’re doing work, but what they really mean is the students are doing the work for them for free,” she added. “And often they’re met with hostility from senior members of staff.”“Some universities are saying they’re doing work, but what they really mean is the students are doing the work for them for free,” she added. “And often they’re met with hostility from senior members of staff.”
Only 36 universities said they were providing relevant staff training on designing and teaching more inclusive and diverse courses – with just nine of those providing dedicated training, and three institutions making this training mandatory.Only 36 universities said they were providing relevant staff training on designing and teaching more inclusive and diverse courses – with just nine of those providing dedicated training, and three institutions making this training mandatory.
Rebecca Long-Bailey, Labour’s shadow education secretary, said: “Black and Asian people and their history are hugely underrepresented in academia and throughout our education system. Understanding the breadth of Britain’s history is crucial to tackling the injustices and racism in our society and around the world that persist today.”Rebecca Long-Bailey, Labour’s shadow education secretary, said: “Black and Asian people and their history are hugely underrepresented in academia and throughout our education system. Understanding the breadth of Britain’s history is crucial to tackling the injustices and racism in our society and around the world that persist today.”
Twenty universities declared that they were currently doing no formal work to reform their curricula in this manner. Twenty universities declared that they were currently doing no formal work to reform their syllabuses in this manner.
Akel said: “I think the universities that have just outright said no were probably the ones being the most honest because when you really drill down, it can come down to one or two academics, or a humanities subject, usually sociology, maybe anthropology.”Akel said: “I think the universities that have just outright said no were probably the ones being the most honest because when you really drill down, it can come down to one or two academics, or a humanities subject, usually sociology, maybe anthropology.”
Some universities that said they were making their curriculum more international based this on having an overseas campuses. Heriot-Watt University said students on its campuses in Dubai and Malaysia were taught the same programmes as those in the UK. A spokesman added: “This means we are more attuned to the different cultures and cultural assumptions in the programmes we teach.”Some universities that said they were making their curriculum more international based this on having an overseas campuses. Heriot-Watt University said students on its campuses in Dubai and Malaysia were taught the same programmes as those in the UK. A spokesman added: “This means we are more attuned to the different cultures and cultural assumptions in the programmes we teach.”
Heidi Mirza, visiting professor of race, faith and culture at Goldsmiths, University of London, said the findings showed “a poverty of understanding” of what decolonising the curriculum entailed: “We’ve still got archaic, anachronistic tutors and curricula that’s never changed. I’m shocked at how stark this is.” Heidi Mirza, visiting professor of race, faith and culture at Goldsmiths, said the findings showed “a poverty of understanding” of what decolonisation entailed: “We’ve still got archaic, anachronistic tutors and curricula that’s never changed. I’m shocked at how stark this is.”
Mirza said other approaches, such as internationalising or diversifying the curriculum, often were a watered down approach to reform. “You can have an overseas campus but it doesn’t mean you’re changing your curriculum,” she said. “Are you including Chinese philosophy or just a white western knowledge you’re imparting in an imperialist way. It’s a tourist approach to the curriculum.” Mirza said other approaches, such as internationalising or diversifying the syllabus, often were a watered down approach to reform. “You can have an overseas campus but it doesn’t mean you’re changing your curriculum,” she said. “Are you including Chinese philosophy or just a white western knowledge you’re imparting in an imperialist way. It’s a tourist approach to the curriculum.”
The Guardian asked students involved in campaigns to decolonise the curriculum on their first thoughts to these figures.The Guardian asked students involved in campaigns to decolonise the curriculum on their first thoughts to these figures.
Sabrina, 21, studying international relations, Decolonise SoasSabrina, 21, studying international relations, Decolonise Soas
Fidec Dagongdong, 24, studying law and politics, Decolonise KeeleFidec Dagongdong, 24, studying law and politics, Decolonise Keele
Sumayyah, 21, religion, politics and society, Decolonise Kings College LondonSumayyah, 21, religion, politics and society, Decolonise Kings College London