What does it mean?
Decolonising Science is the active dismantling of the solely Eurocentric narratives that dominant the science education system. The movement seeks to create a more inclusive curriculum that is more representative of our growing multicultural world.
Where did deolonising science begin?
From 2015, the ‘Rhodes Must Fall’ campaign by the University of Cape Town, in South Africa, has shed light on the necessity of critically assessing the colonial legacy of higher education institutes in the UK. Since then, the movement to decolonise all curriculums such as science has grown with increasing interest from universities such as Kingston University.
Why should we decolonise science?
To show the diversity and innovation in the world of science from a variety of contributors and activists . We continue to interrogate the status quo where Scientists and Universities from the Global North hold the power as legitimate and respected knowledge creators. We need to get the conversation going!
Where can you begin?
Join the conversation and research with our Workshop.
Start a Decolonising Science reading list! Build a list of resources and articles for students and staff.
Increasing theinclusivity of the students, academics and industrial partners Listen and strategize with your student and staff communities to find out how to enhance inclusivity and the feeling of belonging.
Our workshop seeks to introduce attendees to what decolonisation of science means and how we can begin to address it within our own work practices. The workshop includes an informative introduction, a group discussion and a course framework exercise to challenge individuals to think about their own courses. Attendees are treated with examples of previous work by Kingston University and research conducted on postcolonial science highlighted to show how it is possible to begin a decolonisation journey ready to diversify courses and actions.
What makes this work important is that, it is not only for the sake of diversification, inclusion and development but for the sake of the progression of society as a whole.
•To improve understanding of how science is colonised, what decolonising science looks to academics and students across the UK and beyond.
•To create a safe space for the learning and discussion that nurtures growth and development in decolonising science.
•Provide resources on global decolonising work to aid academics and students post workshop.
For more information or to make a booking inquiry, contact email@example.com
“was cool to see people who looked like me being discussed”
“Didn’t realize how much knowledge was out there outside of what I’ve been taught”
“amazing, positive and cohesive”
"helped me understand better what i could do"
Audience Responses to the Decolonising Science Workshop
Decolonising Science Team
Dr. Neil A. Williams (NW) Kingston University
Dr. Katherine Haxton (KH) Keele University
Dr. Maisha Reza (MR) University of Exeter
Dr Michael Bravo (MB) University of Cambridge
Natia Sopromadze University of Wolverhampton
Laura Howes (LH) C&En
Dr. Mark Jackson (MJ) University of Bristol
Prof. Nazira Karodia (NK) Universiy of Wolverhamption
Dr. Paul Taylor (PT) University of Leeds
Nina Wardleworth University of Leeds
Lara Lalemi, University of Bristol
The decolonising science team consists of individuals from across the UK in academia who are all committed to proactive decolonising work.
Some resources to get you started
'Why I’m no longer talking to white people about race' by Reni Eddo-Lodge
'Decolonising the University' edited by Gurminder K. Bhambra, Dalia Gebrial and Kerem Nişancıoğlu'
'Natives: Race and Class in the Ruins of Empire' by Akala
And some of the referenced texts:
Bird, K.S. and Pitman, L., 2020. How diverse is your reading list? Exploring issues of representation and decolonization in the UK. Higher Education, 79(5), pp.903-920.
Cureton, D. and Gravestock, P., 2019. We Belong: differential sense of belonging and its meaning for different ethnicity groups in higher education.
Goodenow, C., 1993. Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), pp.21-43.
Racism: Prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior
Microaggression: A statement, action, or incident regarded as an instance of indirect, subtle, or unintentional discrimination against members of a marginalized group such as a racial or ethnic minority.
Imposter Syndrome: The persistent inability to believe that one's success is deserved or has been legitimately achieved as a result of one's own efforts or skills.
White Privilege: Inherent advantages possessed by a white person on the basis of their race in a society characterized by racial inequality and injustice.
Is: The inability to distinguish the differences between certain colours. This condition results from an absence of colour-sensitive pigment
Not: The inability to define or judge an individual by their race. Statements such as ‘I do not see colour’