Decolonising the Curriculum - Manifesto

We recognise that decolonisation holds different meanings for different people, and we acknowledge that these interpretations can vary widely. However, there is a shared understanding of the need to reform how we teach, what we teach, and how we engage with students from diverse backgrounds—and we are actively doing this now.

This manifesto reflects our ongoing commitment to dismantling the longstanding hierarchy of knowledge that has historically elevated the Global West’s Knowledge System above others, often marginalising and disregarding non-Western perspectives. As an institution, we are already providing all students with a fair, diverse, and inclusive curriculum, which we continue to refine and improve. We are reshaping not only our curriculum but also our mindset, creating an equitable learning experience for all.

Who Is Involved?

Decolonisation is a shared responsibility, and we have ensured that it is a collective effort. The following stakeholders are actively engaged in this process:

• Teachers and Students: Collaboration between teachers and students is central to our progress. Students are actively involved in discussions, contributing both inside and outside the classroom. Their voices and perspectives are integral to shaping the decolonisation of our curriculum.
• Institutional Leadership: The institution, through CFLS (Centre for Foreign Language Studies), is fully committed to supporting and facilitating decolonisation initiatives. Institutional leadership plays a vital role in backing and implementing the reforms that are already underway.

• External and Internal Partners: The involvement of both academic and non-academic contributors is necessary. Collaborating with experts from within the institution and beyond, including external universities, is crucial to expanding our perspective and resources.

What Does Decolonising Language Teaching Mean for Us?

We are currently embracing a more thoughtful and intentional approach to language teaching, which involves:

• Selecting Sources Beyond the Dominant Canon: We are diversifying the sources used in our courses, moving beyond traditional, dominant bodies of work to incorporate a wider range of perspectives.
• Encouraging Critical Engagement: Students are encouraged to critically evaluate the materials they encounter, promoting deeper reflection on language, culture, and power dynamics.
• Promoting International Collaboration: Our curriculum is enriched through partnerships with colleagues from universities outside the UK and Europe. These collaborations bring new perspectives and enhance our understanding of global linguistic diversity.
• Highlighting Linguistic Diversity: We emphasize the geographic, sociological, and cultural diversity within languages, ensuring that no linguistic variety is marginalised or exoticised. All varieties are treated with equal respect and representation.

How Are We Decolonising Our Minds?

The decolonisation of our teaching practices is inseparable from a shift in mindset. We are actively engaging in the following:

• Acknowledging the Need for Change: We have recognised the necessity of change and are embracing it. This openness to new perspectives drives our continuous improvement.
• Embracing Discomfort and Learning from Mistakes: We accept that challenging our long-held beliefs can be uncomfortable, but we view this discomfort as essential to growth. We remain open to learning from mistakes and adapting as we move forward.
• Recognising that Knowledge is Shared: We acknowledge that our students bring valuable knowledge and experiences to the classroom. We actively learn from their insights, fostering a dynamic, two-way exchange of knowledge.
• Combating Unconscious Bias: We are vigilant in identifying and addressing unconscious biases within our teaching practices. Through ongoing reflection and awareness, we ensure that harmful stereotypes and biases are not perpetuated.

What Changes Are We Implementing in Our Practice?

Decolonisation is an ongoing process, and we are already implementing the following changes to create a more inclusive learning environment:

• Increasing Opportunities for Intercultural Learning: We have integrated more opportunities for intercultural learning within our language curriculum, allowing students to engage with diverse linguistic and cultural perspectives.
• Exposing Students to a Variety of Linguistic Forms: Our teaching ensures that students are exposed to and can engage with a wide range of linguistic varieties, with equal representation across different forms of language.
• Critically Assessing Textbooks and Learning Materials: We are critically evaluating and selecting textbooks and other teaching resources to ensure they reflect diverse perspectives. Where limitations exist, we are actively seeking alternatives and developing new materials that align with our decolonising objectives.
• Incorporating Decolonising Practices Throughout Courses: Decolonisation is embedded throughout our entire curriculum, rather than confined to isolated topics or modules. We have woven these practices into the fabric of our courses to ensure that students consistently engage with decolonising ideas at every stage of their education.

By maintaining this focus on decolonisation, we continue to foster a more inclusive, equitable, and reflective learning environment. Our commitment to these values provides all students with a richer, more nuanced understanding of the world and a more diverse learning experience. We are dedicated to continuing this process, refining our approaches, and ensuring that decolonisation remains an integral part of our academic practice.