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December 9, 2024 –
Decolonising the curriculum is a process which requires commitment and time. Starting the process can be daunting specially in STEMM subjects as examples are less obvious than those in non-STEMM subjects. These are the ten tips I would recommend based on my experience with decolonising …
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October 3, 2024 –
After happening upon the University’s news article about the School of Biological Sciences receiving the Gold Athena Swan award – and seeing the specific mention about their Decolonisation Report – I got in touch with its lead researchers, Dr. Dave Lawson and Dr. Celine Petitjean, …
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July 16, 2024 –
Our Student Fellow Ethel Ng has written the following post on her take on our ‘D for Decolonisation’ week. Borrowing Trouble: New Orientalism in Education Policy Borrowing Introduction Both the Organisation for Economic Co-operation and Development (OECD) – who is responsible for the conception of …
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March 25, 2024 –
The Practice The ‘Decolonising Biological Science Research’ workshop, developed in partnership with the Decolonising the Science Curriculum working group, is a collaborative initiative implemented in the School of Biological Sciences and developed by Lara Lalemi and Dr Dave Lawson. This workshop, which is the second …
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February 6, 2024 –
Context and Goals Decolonising Biological Sciences at Bristol Since 2021, the School of Biological Sciences has undertaken a number of Decolonisation-related projects: Here we discuss one of the outputs from our Student Decolonisation Partners 21/22, where staff and student partners developed an online discussion and …
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September 20, 2023 –
A case study completed as part of a BILT Education Development Project in 2022/23 by Celine Petitjean and Dave Lawson. The Practice One of the most impactful aspects of learning science at undergraduate level is not just about the key theory and empirical findings in …
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July 20, 2023 –
‘Decolonising the curriculum, and our institution as a whole, is an essential part of the University of Bristol’s civic responsibility. It is an ongoing process of learning and unlearning which requires us, as students, educators or members of the university to critically reflect on and …
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July 10, 2023 –
Discussions with our student partners, as well as outcomes from surveys and focus groups, revealed that there is a significant interest amongst biomedical students for a workshop to explore and discuss complex issues around the epistemic legacy of colonialism within their discipline. …
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December 13, 2022 –
School of Anatomy. Faculty of Health Sciences. Decolonising the curriculum is a process which requires commitment and time. Starting the process can be daunting specially in STEMM subjects as examples are less obvious than those in non-STEMM subjects. These are the ten tips I would …
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November 17, 2021 –
On 10 November, a highly interdisciplinary group of lecturers, students, and BILT staff convened to discuss a recent literature review undertaken by Shahjahan and colleagues, ‘“Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts’ (2021). The article is a good …
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November 2, 2021 –
The perspectives in the blog have been gathered from recent research into the topic of decoloniality and mathematics education. The focus of these articles is not exclusively on higher education, so not everything mentioned in them will be directly relevant to, for example, university lecturers. …
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May 12, 2021 –
This case study explores the journey that staff and students have undertaken at the University of Bristol Medical School (BRMS) towards creating a decolonised and diverse medical curriculum, culminating in the formal recognition of a partnership between medical school staff and the BAME Medical Student …
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