Decolonising the Curriculum as an ECA
Recent years have witnessed student-led calls to decolonise the curriculum and engage with the colonial heritage on which many of Britain’s universities are built, and which underpins present constructions of history, literature and knowledge. This strand will consist of three sessions in which we aim to approach the challenges of decolonising the curriculum from an early career academic’s perspective. We want to foreground the voices of early career academics who identify as black or minority ethnic; at the same time, we believe that ‘oppression belongs to the culture of the oppressor’ (Cynthia Ozick) and encourage critical interrogations of whiteness alongside celebration of anti-racist practices in English by academics of all colours.
Decolonised Curricula: The Challenges of ‘Good’ and Ethical Reading (Lyndsay Miller (Glasgow))
The rise and fall of BA English at SOAS: An experiment in decolonizing the curriculum (Sarah Pett and Katie Reid (SOAS))
Decolonising pedagogy across disciplines: Empowering students with the vocabulary to decolonise the curriculum (Arunima Bhattacharya (Leeds))