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Scoop.it!
Modern colonisation dates back to the Age of Discovery in the 15th century, as European nations sought to expand their influence and wealth. In the process, representatives of these countries claimed the land, ignoring the Indigenous people and erasing Indigenous sovereignty. 
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Scoop.it!
Decolonisation is, to use the current phrase, about ‘doing the work’, and it’s difficult, uncomfortable work which for many of us will feel threatening, as it’s a de-centring of dominant cultural values, discourses and practices, a dismantling of a system created for the benefit of those ‘like us’ in which we have much invested, a destabilising of things we previously might have held to be inherently, self-evidently, unquestioningly, incontrovertibly universal norms. There is much talk of decolonising the curriculum, but the process really needs to begin not with things but people, so I’d like to focus in very practical terms on where we as Learning Developers can start to decolonise ourselves, and how we can enact this in our roles.
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Scoop.it!
We speak frequently of 2020-21 as a year of tumult. A deadly virus and a global reckoning on the equally destructive force of structural racism have undoubtedly turned the higher education sector – as well as our own lives – on its head. But to what extent has the resurgence of the Black Lives Matter movement really transformed the way we talk about, think about and act in response to racism and the legacy of colonialism in our universities?
Scoop.it!
This is wide of the mark. On the one hand, decolonising the curriculum activists claim merely to be inviting a conversation about diversifying the reading lists and material on university courses. On the other hand, activists are working with often compliant university leadership teams to force through radical changes to UK higher education. Since these changes are both illiberal and authoritarian, the Government’s announcements should be seen for what they are: a defence of key academic values, including the primacy of evidence-led research, judgmental rationalism and academic freedom.
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