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

近年来，在英国高等教育中，要求将课程非殖民化的呼声越来越高，尤其是在2020年黑人生命也是(BLM)运动复兴之后。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大学(RMFO)和“我的课程为什么是白色的？”，以及大学范围内的倡议的出现，如英国肯特大学(Decolonisse UKC)和德蒙特福大学(De Montfort University)。这些例子没有反映出学院内部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，对课程去殖民化的呼声激增的程度。Bhambra等人。(2018)认为，鉴于这一术语在学生和教职员工运动中的“突出地位”，我们有必要“更仔细地思考这一概念的含义--无论是理论还是实践”(2)。然而，尽管这个词的使用越来越多，但对学者们的概念、动机和英国大学课程去殖民化的方法的研究却很有限。该项目建议使用定性方法和Charmaz(2006)的建构主义扎根理论来调查上述领域。

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.