Twenty-sixth International Conference on Learning

Abstract

Much has been discussed in terms of the meaning behind the phrase “decolonisation of the curriculum” and its connection to an internationalisation of the curriculum, but consideration should also fall on the effect this can have on attitudes and the wellbeing of students. This paper considers what decolonising curricula can mean to staff and students, and how these meanings can affect practical changes for redesigning curricula. By reviewing the attitudes among students towards their existing curricula and the ideas surrounding a decolonising of curricula, the talk also considers the ways in which students’ sense of wellbeing is connected to curriculum content (what is taught), teaching approaches (how it is taught), and who it is taught by. Curriculum design in light of decolonising curricula debates, subject content, delivery, and the attitudes of teaching staff all come together to form a learning environment for students which affect their wellbeing and is thus an emerging research area which is in urgent need of further exploration. Through drawing upon first hand interviews, surveys, and focus group data, the talk aims to explore whether decolonising curricula can positively impact on student wellbeing in HE within particular subject disciplines.