Awareness and understanding of decolonising the curriculum in teaching and assessment practices

Team: Dr Farah Akbar, Dr Omolabake Fakunle, and Dr Srinjoy Mitra

School: Moray House School of Education and Sport, School of Engineering

Abstract

This project examines how postgraduate international students at the University of Edinburgh (UoE) perceive and engage with decolonisation efforts in the curriculum. It explores their awareness, understanding of decolonisation within the context of their studies, identifying barriers and opportunities to create a more equitable academic pedagogic environment. The research will explore students’ perceptions on what are inclusive assessment and teaching practices, the study will generate practical recommendations to strengthen UoE’s decolonisation initiatives. 

The target participants are Postgraduate Taught (PGT) and Postgraduate Research (PGR) international students from diverse cultural and disciplinary backgrounds across three colleges at UoE. PGT students, who are actively engaged with coursework, and PGR students, who are influenced by their research environments and supervisors, are well positioned to offer their unique perspectives on decolonisation.

The anticipated outcomes of this project include actionable recommendations for enhancing equity in curriculum design, teaching, and assessment, ensuring that decolonisation efforts are inclusive and impactful. The findings will directly contribute to UoE’s Equality, Diversity and Inclusion (EDI) policies and initiatives, such as the Race Equality Charter and the Inclusive Curriculum Toolkit, by providing evidence-based insights into the experiences of international students. This research aims to contribute to systemic change and promote equity in higher education by aligning with UoE’s strategic commitment to inclusive academic environment.