Decolonising higher education curricula: Authentic guiding narratives from academic and learner communities

Decolonising the higher education curriculum is necessary to address the legacy of colonialism that has resulted in racial inequality, including persistent awarding gaps. In practice, there are numerous competing demands on academics’ time, particularly in a landscape of post-Covid re-adjustment. To inform the process, authentic narratives from two contrasting, but inextricably connected communities are explored: In the Student Diary Project, Black, Asian and Minority Ethnic undergraduate student diaries provide powerful, personal perspectives that underpin the need for decolonising. These first year students draw on personal experiences of ‘otherness’ and cultural difference, as well as advocating a range of practical measures. In Stories from Scholars, academic narratives provide an insight into ‘teacher’ perspectives on decolonising. Collectively, these demonstrate an understanding of the transformational value of the process, not only for curricula, but also for individual students and wider society. There is considerable commonality between these two community narratives, though students seem less aware of the potential benefits of decolonising on their own personal role in future society. Authentic community narratives such as these provide compelling evidence that will help persuade, engage, and guide academic and learner partnerships in their decolonising activity.