Decolonising the curriculum

As we strive for greater inclusivity, how thoroughly do we scrutinize the prevalence of a particular worldview, such as Eurocentric perspectives, within the educational system, and acknowledge its potential adverse effects on certain students?

“The globalization of knowledge and Western culture constantly reaffirms the West’s view of itself as the centre of legitimate knowledge, the arbiter of what counts as knowledge and the source of ‘civilized’ knowledge. This form of knowledge is generally referred to as ‘universal’ knowledge, available to all and not really ‘owned’ by anyone” (p. 63). However, as argued by Battiste (2013), “There is no neutral knowledge system. All knowledge about nature is socially constructed” (p. 199) …. The worldviews that underpin Eurocentric academic knowledge are vastly different from Indigenous worldviews. Sparkes and Piercey (2015) have elaborated on this difference with regards to Western Science. Indigenous worldviews tend to be holistic, privileging an interconnected view of the various elements of life: humans, animals, plants, and so forth. Western Science, on the other hand, focuses on analysis of the individual elements. Furthermore, Indigenous worldviews are based on direct experience in nature, particularly in one’s ancestral territory. Western scientific worldviews are based on facts gained in controlled environments such as labs, often disconnected from their original contexts.” (Eurocentrism in the Curriculum: A Barrier to Indigenous Student Success)

The following short TED Talk might be useful as a provocation for professional learning conversations.

The NASUWT poses the following reflective questions:

• What are the dominant narratives and perspectives saying and what do they ignore or omit? To what extent does the curriculum include the knowledge, ideas, experiences and global perspectives of all peoples?
• Does the curriculum equip learners with the knowledge, skills and competencies that they need to think critically about representation and diversity, to challenge discrimination and injustice and to act fairly and justly?
• How do you encourage and support learners to think critically about evidence, sources of knowledge, language, representation and power relationships? How are learners encouraged and supported to think critically about matters relating to equality/inequality, justice/injustice, inclusion/exclusion and marginalisation?
• How are learners’ backgrounds, experiences and perspectives used to help explore issues relating to representation, linguistic diversity, equality, rights, justice and inclusion?
• What steps can you take to include the knowledge, ideas, experiences and perspectives of disadvantaged and marginalised people and communities?

(Image source: Woman Globalisation Map - Free photo on Pixabay )

Decolonizing the curriculum is an ongoing process that requires dedication, open dialogue, and a commitment to equity and inclusivity. It's important to involve a diverse range of stakeholders in the decision-making process and to be responsive to feedback and evolving understandings of inclusivity.

Here are some steps that can be taken to decolonize the curriculum:

• Acknowledge that our current curriculum may be biased towards certain perspectives, cultures, or worldviews, and that this can perpetuate inequality and perpetuate colonialist narratives.
• Intentionally incorporate diverse perspectives: This includes authors and texts from different regions, cultures, and backgrounds.
• Examine sources critically: Encourage critical thinking about the sources of information and historical narratives. Highlight the importance of questioning and analysing the underlying assumptions and biases in texts.
• Global perspectives: Where appropriate always look to incorporate perspectives from all over the world.
• Intersectionality: Consider the intersectionality of identities and experiences, including race, gender, class, and more. Ensure that the curriculum reflects the complexity and diversity of human experiences.
• Community involvement: Involve the local community – communities can provide valuable insights and perspectives on their own histories and cultures.
• Inclusive language: Use inclusive language that respects and acknowledges different cultures, genders, and identities.
• Invest in professional learning: Provide training and resources for educators to facilitate effective implementation of a decolonized curriculum. This may include workshops, seminars, and access to relevant teaching materials.
• Empower student voices: Encourage students to engage critically with the curriculum and to express their own perspectives and experiences. Create opportunities for student-led discussions and projects.

School leaders can also consider:

• Leadership mindset: How inclusive are equitable are we as leaders? What kinds of mindset and behaviors facilitate the shift towards greater inclusivity? What systems and structures serve as catalysts for fostering inclusivity?
• Awareness of conscious and unconscious bias: by governing bodies, staff, parents.
• Recruiting in a way that avoids Eurocentricity.
• Policies into action: How are we ensuring equity and inclusion in our admissions, inclusion, language and assessment policies?
• Resourcing for equity and inclusion.

Culturally and linguistically responsive initiatives, Buffalo Public Schools

International school alumni and students are voicing how they see a need to decolonise international schools and the IB. The alumni-founded Organisation to Decolonise International Schools have spoken up about this across multiple platforms to try to push forth positive change.

Learning for Justice is an educational project, formerly known as Teaching Tolerance, it focuses on providing free educational resources to educators, administrators, and practitioners working with students from kindergarten through high school. Its mission revolves around addressing issues related to diversity, equity, and justice in education, aiming to create classrooms and communities where all individuals are respected and treated fairly.They have developed a framework of social justice standards for all ages in the curriculum.

Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum: Anti-bias education is not just doing occasional activities about diversity and fairness topics (although that may be how new anti-bias educators begin). To be effective, anti-bias education works as an underpinning perspective, which permeates everything that happens in an early childhood program—including your interactions with children, families and coworkers—and shapes how you put curriculum together each day.