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 The toolkit is presented as a reflective and developmental example-based resource, offering practical ideas for decolonisation . Its purpose is to share evidence-informed dialogue, identify feasible priorities for change. (Text) |
A Toolkit for Thinking About Decolonising the Curriculum: An Example-Based Approach
The toolkit is presented as a reflective and developmental example-based resource, offering practical ideas for decolonisation rather than a compliance checklist. Its purpose is to share evidence-informed dialogue, identify feasible priorities for change, and support shared responsibility for a more epistemically plural and equitable learning environment.
Advice for reuse
This toolkit can be used by an individual educator, a teaching team or a student-staff partnership. It is most effective when applied to a clearly defined curriculum question, supported by relevant evidence and connected to an agreed review process. Users should select a manageable area, such as one week of reading, one seminar pattern or one assessment, rather than attempting to transform the whole course at once. The toolkit should be used as a developmental and accountable process, rather than as a one-off checklist.
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| Date Added: | 01 Jul 2026 17:59 |
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| Tags: | decolonising the curriculum, decolonising, intersectionality, Internationalisation, Inclusive education |
| Viewing permissions: | World |
| URL: | https://edshare.gla.ac.uk/id/eprint/3099 |
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