‘Decolonising the curriculum, and our institution as a whole, is an essential part of the University of Bristol’s civic responsibility. It is an ongoing process of learning and unlearning which requires us, as students, educators or members of the university … Continue reading...
Category: Decolonising the curriculum
Case study: Decolonising and diversifying the biomedical science curriculum
A case study developed as part of a 2022/23 Education Development Project.
The Practice
Over the past two years, the three Biomedical Sciences Schools have been working to decolonise and diversify the curriculum. This has involved working in partnership with … Continue reading...
Exploring decolonisation in the curriculum with students as partners and the role of community engaged learning
ELC Meeting March 2023
At the last meeting the Engaged Learning Community were joined by Marie Xypaki from SOAS. Marie is an educational developer at SOAS University London and a researcher at the Institute of Education, UCL. She was … Continue reading...
Finding hope in decolonial movements
Decolonising the curriculum, and our institution as a whole, is an essential part of the University of Bristol’s civic responsibility. It is an ongoing process of learning and unlearning which requires us, as students, educators or members of the university … Continue reading...
What’s in a Name?
At the Dental School we have been working closely with students to understand what Decolonising and Inclusion mean for us. Our research received funding from the Policy Support Fund and Elizabeth Blackwell Institute and ethical approval from the Faculty of … Continue reading...
Ten tips to start your curriculum decolonisation journey: case study
School of Anatomy. Faculty of Health Sciences.
Decolonising the curriculum is a process which requires commitment and time. Starting the process can be daunting specially in STEMM subjects as examples are less obvious than those in non-STEMM subjects. These are … Continue reading...
How do we ensure that humanity and the earth can “live long and prosper through our academic work?
We are delighted to announce Dr Folúkẹ́ Adébísí was recently nominated by the University to apply for the Advance HE National Teaching Fellowship.
I chose to do a degree in law because I wanted to find a way to address … Continue reading...
Trauma-informed supervision
When it comes to supervision, there is acknowledgement of inclusive practice but this doesn’t extend to reflect the lived experiences of students who have endured trauma. A recent paper by Katrina McChesney seeks to redress this issue, presenting principles that … Continue reading...
Ten top tips to start your curriculum decolonisation journey
Decolonising the curriculum is a process which requires commitment and time. Starting the process can be daunting specially in STEMM subjects as examples are less obvious than those in non-STEMM subjects. These are the ten tips I would recommend based … Continue reading...
Meet the Student Fellows…
Evelyn Miller
I am Evelyn, BILT’s ‘Decolonising the Curriculum’ student research fellow this year.
Who am I?
I am a multidisciplinary creative and a ‘Sociology and Quantitative Research Methods BSc’ student at the University of Bristol. I am also a … Continue reading...