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A framework for decolonising and diversifying biomedical sciences curricula: rediscovery, representation and

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Decolonizing science curricula is crucial, as colonial legacies impact research and perpetuate health inequalities. A new

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Area of Science:

  • Biomedical Sciences Education
  • Decolonization Studies
  • Health Equity

Background:

  • Colonial legacies significantly influence scientific knowledge generation and research priorities.
  • Science has historically been used to justify racist and ableist ideologies, impacting contemporary research.
  • Biomedical research biases can exacerbate health inequalities, and curricula may perpetuate these issues.

Purpose of the Study:

  • To examine student and staff attitudes towards decolonizing and diversifying biomedical science curricula.
  • To assess the inclusivity of current teaching practices at the University of Bristol.
  • To identify key themes for developing a decolonized curriculum.

Main Methods:

  • Mixed-methods study involving surveys of staff (N=71) and students (N=121).
  • Focus groups were conducted to gather qualitative data.
  • Quantitative and thematic analysis were used to interpret findings.

Main Results:

  • Both staff and students recognize the importance of decolonizing curricula, with female respondents showing higher agreement.
  • Students are less aware of decolonization efforts than staff.
  • Minority ethnic students report feeling less represented by the curriculum compared to white students.

Conclusions:

  • A '3Rs framework' (rediscovery, representation, readiness) is proposed to guide decolonization efforts.
  • Decolonizing biomedical science curricula is essential to address historical inequities and promote inclusivity.
  • This framework can inform future curriculum development in biomedical sciences and other disciplines.