Decolonising the curriculum within UK higher education: a case study of academic perceptions in a post-1992 university

Whitworth, Michelle Susan (2024). Decolonising the curriculum within UK higher education: a case study of academic perceptions in a post-1992 university. University of Birmingham. Ed.D.

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Abstract

Decolonising the curriculum became the focus of UK Higher Education (UKHE) following student campaigns to change the dominant Eurocentric focus in terms of pedagogy, learning experiences and intellectual contributions. The influence of UK government initiatives, from Prime Minister Initiatives (PMI) in 1999 and 2006, through to AimHigher Excellence Challenge (2001) were examined and provide a historical background within which the case study organisation, Peak University, is situated. The theoretical framework of Postcolonial Theory and Interest-convergence were used to examine the UKHE system to illustrate where issues of knowledge, power, complicity, and resistance are present within its structures. Interviews with academics across business and humanity disciplines were undertaken together with a student focus group and survey. Data revealed that heavy workloads, limited support, and direction from senior management, as well as access to marginalised and underrepresented knowledges were barriers to transformative change. Academics displayed a good understanding of the need for change to the curriculum to address the increasing diversity of the student body, but also demonstrated frustration in relation to the leadership and direction provided. As such this study extends previous theoretical understandings of race in education and the interplay with knowledge and power. It is recommended that this study be extended beyond Peak University to other institutions and organisations engaging in anti-racism work.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

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