Amplifying Student Voices in Curriculum Decolonisation: A Collaborative Journey in Higher Education Chemistry
Student Voice Special Edition
Keywords:
Student Voice, Curriculum diversification, Decolonisation, Intersectionality, Representation, Staff-student partnership, Chemistry educationAbstract
Decolonising the curriculum in higher education is essential for addressing the lingering effects of colonial legacies in academic knowledge production. This practice-based study, conducted in the Department of Chemistry at X University, explores how involving students as active partners rather than passive recipients can drive decolonisation efforts. This approach empowers students as agents of change and leads to more inclusive, equitable, and culturally responsive learning environments. This qualitative work aims to explain how the different initiatives started by the decolonising committee – a survey, an online communication hub, posters, internal events such as seminars, discussion sessions, and the creation of a “History of Chemistry” course – have paved the way for a powerful partnership, driving meaningful changes and initiatives that resonate with the community. The project also highlights the need for continuous reflection and adaptation. Decolonising the curriculum is an ongoing process that requires sustained commitment from all stakeholders. This iterative approach ensures that the decolonisation process remains dynamic and responsive to the challenges it seeks to address.
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