Exploring attitudes to decolonising the science curriculum-A UK Higher Education case study
Lena Grinsted1, Catherine Murgatroyd2, Jodi Burkett3
1School of the Environment and Life Sciences, University of Portsmouth, Portsmouth, United Kingdom.
Plos One
|November 27, 2024
Summary
Decolonising science curricula in Higher Education (HE) is supported by staff, but misconceptions and lack of training hinder progress. Addressing these issues can improve equity in science education and society.
Area of Science:
- Science Education
- Higher Education Studies
- Sociology of Science
Background:
- Historically, scientific knowledge production has been Western-biased due to colonial actions, leading to underrepresentation of diverse ethnicities in science curricula.
- Decolonising science curricula aims to diversify content, acknowledge historical racism and privilege, and create more inclusive Higher Education (HE) environments for all students.
- This study focuses on the life sciences within a UK Higher Education institution.
Purpose of the Study:
- To explore science teaching staff's familiarity with and misconceptions regarding the decolonisation of science curricula.
- To assess staff perceptions of barriers, benefits, and risks associated with decolonisation efforts.
- To understand staff training needs and their preparedness to implement decolonisation in their teaching.
Main Methods:
- A case study approach was employed at a UK Higher Education institution.
- An online questionnaire was administered to science teaching staff.
- The questionnaire gathered data on familiarity, misconceptions, perceived barriers, benefits, risks, training needs, and preparedness for decolonising teaching.
Main Results:
- A majority of participants expressed a positive disposition towards decolonising their teaching.
- Common misconceptions included linking decolonisation to 'cancel culture' and 'colour-blind' approaches.
- Significant barriers identified were a lack of adequate training and time constraints, impeding progress.
Conclusions:
- Supporting educators in decolonising science curricula is crucial for fostering equity in Higher Education, academia, and wider society.
- Specific recommendations are provided for staff training, informed by a historical background relevant to life sciences.
- Addressing misconceptions and barriers is essential to effectively implement decolonisation and enhance inclusivity in science education.
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