Decolonising the curriculum: An exploration of academics' perceptions, motivations and approaches in UK universities

课程非殖民化：英国大学学者的看法、动机和方法的探索

• 批准号: 2454417
• 金额: --
• 依托单位: Birkbeck, University of London
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2454417
• 关键词: Decolonising; curriculum; exploration; academics; perceptions

Calls to decolonise the curriculum have gained significant traction in UK higher education in recentyears, particularly following the resurgence of the Black Lives Matter (BLM) movement in 2020. Thisis evident in recent global anti-racism protests and student campaigns like Rhodes Must Fall inOxford (RMFO) and 'Why is My Curriculum White?', as well as the emergence of university wideinitiatives, such DecoloniseUKC (University of Kent) and Decolonising DMU (De Montfort University).These examples do not capture the extent to which calls to decolonise the curriculum haveproliferated within the academy, through various institutional working groups, staff and studentnetworks, events, conferences, open letters and publications. Bhambra et al. (2018) argues thatgiven the 'prominence' of the term in student and staff movements, it is essential for us to 'thinkmore carefully about what this means - as both a theory and a praxis' (2). However, despiteincreasing use of the term, there has been limited research into academics' conceptions, motivationsand approaches to decolonising the curriculum in UK universities. The project proposes toinvestigate the aforementioned areas using qualitative methods and Charmaz' (2006) constructivistgrounded theory.

呼吁非殖民化的课程已经获得了显着牵引力在英国高等教育在最近几年，特别是在黑人生命物质（BLM）运动在2020年复苏。这在最近的全球反种族主义抗议和学生运动中很明显，比如罗兹必须落在牛津（RMFO）和“为什么我的课程是白色？这些例子并没有反映出通过各种机构工作组、教职员工和学生网络、活动、会议、公开信和出版物，要求课程非殖民化的呼声在学术界扩散的程度。Bhambra等人（2018）认为，鉴于该术语在学生和教职员工运动中的“突出地位”，我们必须“更仔细地思考这意味着什么-作为理论和实践”（2）。然而，尽管该术语的使用越来越多，但对英国大学课程非殖民化的学术观念、动机和方法的研究却很有限。本研究拟采用质性研究方法和Charmaz（2006）建构主义理论对上述领域进行研究。