Decolonisation

The interview process often rests on colonial perceptions of what counts as knowledge, how knowledge is generated and who ‘owns’ it. But researchers can use orienting questions to reflect upon and decentre this approach

Seven stages to decolonising a curriculum, drawing lessons from a staff-student collaboration to decolonise the teaching of geography

To explore what is possible, non-Indigenous scholars Mahdis Azarmandi and Sara Tolbert offer an anticolonial feminist praxis for unsettling settler institutions

The question of decolonisation has grown in prominence in higher education in the past decade. Foluke Adebisi looks at why the concept is so often misinterpreted – and what is needed for universities to do it well

Beyond the concept of decolonisation is the process of Indigenisation. Here, Raelee Lancaster provides four reflective questions that institutions can ask themselves when considering how to respect and elevate Indigenous knowledge

A year of failed fieldwork in Africa led Sallie Burrough to ask questions about how researchers interact with the societies they work in. Here, she shares five tips for transparent, inclusive practices

To move beyond rhetoric, hollow commitments and well-intentioned one-time efforts, we must hold ourselves accountable, says a team from Simon Fraser University

Opening the curriculum to First Nations’ histories and knowledge is a key part of decolonisation, as lisahunter and Karen Lambert explain in this second part of their series

In the wake of the notorious television series it feels more crucial than ever that faculty reiterate to students the difference between historical fact and fiction

Primary sources can be used to diversify curricula and bring in marginalised voices. Jade G. Winn and Michaela Ullmann explain what library teams can do to support faculty and students in finding and assessing diverse materials