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Approaches to decolonising forensic curricula.

A S Chaussée1, J Winter1, P Ayres1

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Summary

Decolonising the Curriculum (DtC) in UK forensic science education addresses colonial legacies in curriculum design. This approach enhances quality by promoting diverse, inclusive, and authentic learning experiences in higher education.

Keywords:
Decolonising curriculumForensic scienceInclusivityQuality

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Area of Science:

  • Forensic Science Education
  • Higher Education Curriculum Studies
  • Decolonial Theory

Background:

  • Forensic science in UK Higher Education is influenced by its colonial history.
  • Curriculum structures may embed colonial assumptions and their present-day impacts.
  • Decolonising the Curriculum (DtC) offers a framework to address these legacies.

Purpose of the Study:

  • To examine how colonial legacies shape forensic science curricula in UK Higher Education.
  • To explore Decolonising the Curriculum (DtC) as a method for critical evaluation and enhancement.
  • To provide practical approaches for decolonial discourse in forensic science education.

Main Methods:

  • Analysis of curriculum design structures in forensic science programs.
  • Application of Decolonising the Curriculum (DtC) principles and toolkits.
  • Focus on historical inquiry, ethnic classifications, and international case studies.

Main Results:

  • DtC toolkits can support program teams in reflecting on colonial influences.
  • Decolonial discourse can be integrated into existing quality assurance processes.
  • Specific approaches include historical inquiry, critical examination of ethnic classifications, and showcasing international forensic work.

Conclusions:

  • Decolonising the Curriculum (DtC) is integral to quality processes in forensic science education.
  • It supports the development of more diverse, inclusive, and authentic learning environments.
  • DtC shifts the perception from a threat to an enhancement of educational quality.