Decolonising and Diversifying Veterinary Education: Why It Matters and How to Begin

The decolonisation of veterinary education is an emerging topic in academic discourse. Introduced to the concept during a postgraduate certificate in veterinary education, I was surprised by how little literature or guidance existed on the subject. This article is not written from a place of authority, but from a desire to kindle an important conversation, one that examines how colonial legacies continue to shape veterinary curricula, research practices, and access to the profession itself. Drawing on personal experience, blog posts, and scientific literature, I explore how knowledge hierarchies formed through colonialism continue to privilege Western science while sidelining indigenous and ethnoveterinary practices. From "helicopter research" to the underrepresentation of individuals of colour in the veterinary profession, this article traces how colonial dynamics remain embedded in the educational, research, and professional systems we often consider neutral or progressive. Rather than offering a prescriptive solution, this paper aims to spark curiosity, discussion, and action. It suggests that decolonisation begins with personal and institutional insight and reflection and emphasises that meaningful change requires humility, inclusion, and a willingness to confront discomfort. The goal is not to reject existing knowledge, but to enrich it by integrating perspectives that have long been ignored or undervalued. By opening up this discussion, I hope to contribute to a more honest, inclusive, and forward-thinking vision of veterinary education, one that better serves a diverse global community of practitioners, researchers, and animal owners.