Decolonising Keele: an exploration of the perceptions and barriers to the university-led implementation of Decolonising the Curriculum

This is my dissertation from my masters in Human Geography. I am am working towards getting it published in Area later this year. The research aimed to centre the student voice and understand their perspectives of institutionally driven attempts to decolonise. For the project I created an methodological framework that drew on decolonial epistemologies and collaborative research methods to centre the unheard voices in the DTC debate.

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Excerpt

(Page 52-53)

This research ends with a look toward the future of DTC (Decolonising the Curriculum) at Keele university. What that future will look like with the ever-growing concern cost of living crisis, Brexit, and increasing social unrest is uncertain. DTC’s importance is enduring; the need to dismantle coloniality in how knowledge is produced and legitimised has widespread benefits beyond the university.

Participants shared their thoughts on what a decolonised Keele would look like. Some were optimistic in their belief that the DTC agenda would be widely incorporated across the university. For others, this future is bleaker unless there is a more comprehensive institutional action towards decolonisation.

There is no one vision for the future of DTC. Fanon (2007) writes that decolonisation looks different for all because we start from different places, perspectives, and struggles. The collective hopes for future decolonisation in the university are indicative of this challenge.

For the future of Keele, one participant shared, “To be honest with you, if there was decolonised Keele, I don't think my role would even be needed [...] ‘cause we've achieved it.” (SH, Senior management, BAME, interview). This quote summarises the ambiguity of looking toward the future. The future that will be unveiled cannot be known in the present, yet our role in making that future is within our control. This participant's role with EDI and DTC would no longer be necessary for a decolonised Keele.

As I conclude this research, society outside the university seems more complex than ever. My thoughts are flooded with the death of an unarmed Black 24-year-old man at the hands of the police and the death of the Queen. With this, the decolonising agenda is seemingly unimportant, yet I consider the transformative ability of society and culture, and how they cangrow through knowledge. The university’s ability to produce, legitimise, and disseminate knowledge is, in fact, more important than ever.

In the wake of such contestation and complexities in society, the institution's role must adapt to reflect those who feel excluded by every institution. From police brutality, othering in the classroom, and uneven prosecution rates, decolonising these institutions should be more of an imperative than ever before. Perhaps DTC needs a catalyst to reinvigorate calls to decolonise. I hope that the death of the figurehead of Empire and a young man whose future was taken from him is enough for widespread decolonisation, thus creating safe spaces for the diverse cultures of the UK to rebuild and redefine.

In doing this research, I have learnt how complex decolonising the university is in practice. There is no one way, no right way, to achieve its goals. However, despite this, progress is being made at Keele. I can only hope that this research exposes areas of weakness and strength that can be ameliorated in the future, so that future generations of students can feel safe, represented, and included in the lecture halls of Keele.

Drawing on Phipps and McDonnel (2021) work, I reflect on what tools the institution is givingstudents. Are these adequate to decolonise the space with the institution leading the way? This approach's language and tools must be different from those equipped by grassroots endeavours. In the context of Keele university, I believe that they are asking students the wrong questions. There is a need to reimagine what collaboration and co-production looks like between staff, students, and institutions. Students are not responsible for legitimising knowledge and designing curricula. Their role in university-led approaches to decolonise is at present, uncertain.