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Decolonisation

Why decolonise?

Resource lists are valuable teaching and learning tools. They provide the basis of many of the concepts and topics discussed during lectures and tutorials, and they are used by many students as the jumping-off point for research for essays and assignments. They reflect the content of the module and the perspective of the academic curating it, and as such they are not neutral.

Inclusion on a resource list signifies to a student that these texts radiate authority and expertise - terminology even indicates that these are 'key' or 'core' texts. This can inevitably highlight or elevate some voices and ideas over others, or even exclude some entirely, giving students a narrow, incomplete perspective. Some students will see their own identify reflected back at them, others will be excluded entirely.

Where do I start?

Each programme has an Academic Librarian who works with the programme team and students. They provide introductions to the library, run workshops on finding and managing information, and ensure that resources are purchased which support the course – both from the resource list and by selecting resources more generally. As libraries prioritise the purchase of resources from resource lists, more diverse resource lists will result in more diverse library collections overall.

Find out who your programme Academic Librarian is and invite them to take part in resource list reviews and decolonization activities. We have a wide variety of material already in stock that may be useful - take a look at this example list.

The library LibGuides homepage is the best starting place for finding resources .This page links to:

  • The Library Subject Guides: introductions to key resources, by subject
  • The library catalogue for finding books, e -books, journals, films and DVDs
  • Library Plus: for finding journal articles
  • Indexes and Databases page: for access to all of our databases

These questions can help structure a discussion on the resource list:

  • What are the dominant voices and narratives in your areas of study?
  • What voices and narratives are excluded, and how can they be identified?
  • Are the texts Western-centric, or Euro-centric?
  • Are bodies of knowledge distorted? Can discourse affect the way that we look at groups of people?
  • Who is the author of the work? Are the majority of the authors the same gender and ethnicity?
  • What is the relevance of the author’s identity in this context?
  • Who is talking about whose experience and/ or culture?
  • What is the place of publication and geographic coverage of the text?
  • What is the language of the text? Is it a translation or in its original language?
  • What kinds of sources do we perceive to be of most academic value and why?

Consider doing an audit of your resource list - so you can see easily and visually how diverse your list may or may not be. You can use the pre-prepared spreadsheet (below) to audit your lists by type, format, gender, ethnicity and geographical location (used with thanks from Manchester Metropolitan University)

Mainstream publishing tends to favour those established within the academy, and we know that some people are underrepresented, particularly staff of colour. This is slowly changing and it is important to stay abreast of existing and new scholarship by academics of colour.

It is important to recognise that the vast majority of material used in academia is published by a narrow circle of publishers, based mainly within the US and UK. English-language publications inevitably predominate, and this reinforces the prevailing dominance of the Western-centric worldview.

Consider using a wider variety of media sources, which are often more inclusive of emerging voices. The library can help you access the following resources to support you in diversifying the format of materials on your reading lists:

  • Journals and magazines: the library has many international titles
  • Films: DVDs are available in the library
  • TV and Radio Content: via Box of Broadcasts
  • Blogs, web sites, open resources
  • YouTube/TedTalks

You can also consider including references to special collections and archives. Although historical archives may be predominantly white there are archival collections that offer a rich source of alternative material in certain areas.

Co-creation with students is one of Derby's major priorities, and it is something students value. Sector research on closing attainment gaps via curriculum development states that ‘it is vital that any reviews are undertaken in partnership with students’ (NUS and Universities UK, 2019).

Here are some points for consideration:

  • Reflect on what training, preparation and guidance students need to effectively participate in curriculum decolonization
  • Agree how to do this, be that alone, with librarians or with academics
  • Think about what will incentivise students, in particular those who are disengaging as a result of their marginalised identities, to participate in curriculum decolonization work. Can you offer an award?
  • Reflect on what opportunities exist to embed reading list review and decolonization into the assessed curriculum. Consider whether this can be aligned to learning outcomes and assessment criteria

Activity: Staff-Student discussion on the disciplinary canon, areas of exclusion, and alternative narratives.

Activity: Ask students to critique the reading list and suggest new content from their own research and experience.

Acknowledgement

This content has been adapted from and inspired by the UAL guide 'Decolonising reading lists', used under Creative Commons licence CC BY-NC 4.0