In a recent article for Times Higher Ed, six staff members from the University of Bristol discuss ways to decolonise and diversify science curricula and make it more inclusive and relevant. The authors recommend using an online survey to gauge student and staff opinions on decolonisation and involve them in the curriculum review. They discuss using a 3Rs framework—rediscovery, representation, readiness—in order to ensure the curricula shows alternative canons of knowledge, represents everyone, and prepares students for the world. The authors contend that decolonisation and diversification should be a continual conversation and that this discourse should be embedded into existing teaching structures.
Times Higher Ed
| Times Higher Ed
| Times Higher Ed
