We are committed to decolonising the curriculum in all Change Makers modules and by this action contributing to the wider decolonisation of the sustainability curriculum and discourse.
In our Change Makers classrooms we employ interdisciplinary and transdisciplinary methodologies to help you consider different perspectives and develop a broad, critical and independent skill-set. We are always looking for examples of non-Western, non-traditional or otherwise marginalised thinking and working.
For this reason, we do not publish reading lists for any of our classes. While we are happy to share resources from our own experience, we do not believe that these should dominate our shared learning together. We ask you to bring, find and explore source material and knowledge from your own experience and from the widest explorations that you can make.
We are happy to incorporate non-traditional, non-written and non-English language sources and for you to engage with these in your learning.
We will also spend time creating critical and annotated bibliographies to reflect together on the material that we find and use, and on the gaps and absences in that material.
It is very important to recognise that decolonising the classroom or the curriculum is not a single action that can be undertaken by one person. Even if we, as teachers, decide on a broad range of sources and influences for your curriculum, we have effectively ‘recolonised’ your curriculum with our own views. It is a very complex concept.
If you are interested in reading more about decolonisation and the challenges of the idea, check out this brilliant blog post by Foluke Adebisi, a Professor of Law at the University of Bristol.
Last updated 30th September 2023