Universities are centres of knowledge – but which voices get heard? For generations, academic courses have overwhelmingly centred Western thinkers, often at the expense of other perspectives. Now, students and faculty alike are asking: how can we build a curriculum that is truly inclusive, diverse, and globally relevant?

Decolonising the curriculum is more than just adding a few diverse authors to a reading list. It’s about rethinking how knowledge is obtained, challenging dominant narratives, and making space for voices that have long been excluded.

But what does this look like in practice? And how are universities beginning to take action? Let’s find out. 

The Challenge: Eurocentric Education

University is meant to challenge students – to expand their thinking, introduce new ideas, and spark intellectual curiosity. But how much of that curiosity is limited by what’s on the syllabus? Too often, courses rely on a Western-dominated framework that can marginalise the histories and contributions of Indigenous and minority cultures – helping to perpetuate systemic biases.

Impact on Students

A curriculum overwhelmingly rooted in Eurocentric perspectives not only risks exclusion of students from non-European backgrounds, but also restricts all students by presenting a skewed understanding of global history and knowledge. 

Exclusion can negatively impact self-esteem and academic performance, while the narrow focus limits students’ critical engagement and deprives them of the opportunity to learn from a multiplicity of cultural narratives. Both of these affect academic confidence, creativity and the ability to thrive in a diverse, global society. 

Pushback and Misconceptions

The notion that decolonizing the curriculum weakens academic rigour is a misconception. In reality, incorporating diverse perspectives challenges long-standing assumptions, encourages critical thinking, and enriches academic inquiry. 

Decolonisation involves reconnecting and reclaiming knowledge systems that have been marginalised, thereby enriching the educational experience for all students.

How Universities Are Responding

Change is necessary – but it’s not always simple to implement. Modernising the curriculum requires more than just good intentions; it demands action. Leading universities are beginning to reinvent what they teach and how they teach it, moving beyond the narrow frameworks of traditional academia. Here’s how:

Updating Course Content: A More Global Perspective

Starting with the basics, expanding course content to include non-European perspectives not only enriches academic discourse but also ensures students engage with a wider range of ideas:

• The University of Reading is using staff-student partnerships to decolonise curricula and ensure diverse voices are embedded across different disciplines.

Diversifying Reading Lists: Beyond the Canon

A decolonised curriculum isn’t just about adding diverse voices – it’s about rethinking whose knowledge is fundamentally valued:

• Liverpool John Moores University has carried out reading list audits to assess and expand the range of sources included to create a more balanced, globally representative syllabus.

Encouraging Critical Thinking: Challenging Dominant Narratives

Encouraging students to critically examine dominant narratives and engage with marginalised perspectives helps build a deeper, more nuanced understanding of their disciplines:

• At the University of Liverpool, faculty are integrating Critical Race Theory and postcolonial studies into course discussions while actively involving students in shaping the curriculum. 

The Role of Digital Learning in Decolonising Curricula

Traditional methods of learning have often reinforced hierarchical structures, with knowledge flowing in one direction from professor to student. 

Digital learning offers a way to disrupt this dynamic, making education more accessible, collaborative, and representative. Here’s how universities can use digital learning to help modernise their curricula: 

Step 1: Expanding Access to Diverse Knowledge

Traditional syllabi often rely on a narrow range of texts and authors, reinforcing dominant narratives. Digital platforms offer a way to broaden exposure and bring marginalised voices into the conversation:

✅ Use a variety of multimedia resources – video and audio content allow students to engage with diverse knowledge sources, such as oral histories.

✅ Make global perspectives accessible – online archives and open-access journals help students engage with diverse texts.

✅ Use digital storytelling – platforms can incorporate personal narratives, lived experiences, and case studies to highlight minority voices.

Step 2: Empowering Students to Shape Learning

A decolonised curriculum shouldn’t be imposed from the top down – students should be active participants in shaping the learning experience. Digital tools can enable co-creation and collaboration, increasing representation of diverse voices:

✅ Encourage student-led content creation – online platforms give students a voice to contribute to and reshape academic discourse.

✅ Facilitate co-creation – digital platforms enable co-creation and collaboration between students and staff to critically assess existing curricula.

✅ Maximise reach – engage students through social media to bring more voices into the academic space.

Step 3: Using Digital Tools for  Engagement

Modernisation efforts need to go beyond individual classrooms – they should engage the wider student body:

✅ Leverage short-form digital content – bite-sized learning modules introduce students to key concepts of decolonisation, systemic bias, and inclusive thinking.

✅ Use micro-learning to reinforce ideas – quick, focused lessons allow students to engage with diverse perspectives as part of their wider academic journey.

Conclusion: Moving Beyond Performative Change

Decolonising the curriculum isn’t a one-time fix – it’s an ongoing process. But introducing diverse authors and speakers is just the start. We need to go beyond that – challenging entrenched biases, expanding perspectives, and making education truly inclusive.

The question now is: how can universities move beyond performative change and embed meaningful, lasting inclusivity? It starts with commitment, collaboration, and a willingness to rethink the very foundations of academic learning.

The work has begun – but there’s still much further to go. Will you take the next step?

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FAQs

1. What does it actually mean to decolonise the curriculum?

Decolonising the curriculum means expanding and diversifying academic content to include a wider range of voices and perspectives. It’s about challenging biases, ensuring inclusivity, and making education more reflective of global realities.

2. Does decolonising the curriculum mean erasing Western thinkers and ideas?

No. It’s adding, not erasing. It isn’t about removing Western scholars or texts; it’s about broadening the scope to include non-Western, Indigenous, and marginalised perspectives that have historically been overlooked.

3. How does decolonising the curriculum benefit students?

A broader, more inclusive curriculum improves critical thinking, enhances global awareness, and creates a sense of belonging for students from diverse backgrounds. It prepares students for a world that is multicultural, interconnected, and constantly evolving.

4. How can universities ensure decolonisation efforts go beyond performative change?

Meaningful change requires institutional commitment – not just adjusting reading lists, but rethinking course structures, engaging students in co-creation, diversifying faculty, and embedding inclusivity in assessments and teaching methods.