Decolonizing the Curriculum Resources
Resources to help Stockton University instructors to Decolonize their Curriculum.
Being in a minority, whether ethnic, racial, religious, or sexual/affective by definition comes with fewer opportunities to see yourself represented or acknowledged in the majority’s view. That is, unless the majority makes a concerted effort to decenter its own perspective in the institutional culture, and embraces true inclusion. Curriculum is the very foundation of the University, and we believe that the systemic change should start with serious effort to both decenter Western and white perspectives across the curriculum in favor of inclusion of non-Western and non-white perspectives, experiences, and modes of knowledge.
We believe that all students deserve to see themselves represented in the curriculum. Too often, non-white and non-Western representations are ignored – scientists, writers, and artists of color are rarely mentioned. In somewhat better cases, they may be acknowledged and one or two token examples may be offered to the students. This approach still keeps the focus on white experiences as central. True inclusion thus would offer a multitude of perspectives and experiences; this list aims to make it easier to find such perspectives.
We will continue to add to this list of resources, and we invite contributions from faculty. Please email Ekaterina Sedia (firstname.lastname@example.org) with suggestions.
- Al-Jahiz, 9th Century Black Muslim Scholar was True Father of Modern Biological Evolution Concept
- Environmentalism’s Racist History
- A Search for Decolonizing Place-Based Pedagogies: An Exploration of Unheard Histories in Kitsilano Vancouver, B.C.
- Decolonizing Archival Methodology: Combating hegemony and moving towards a collaborative archival environment
- Chemistry & Ethnicity: Uranium and American Indians
- Decolonizing Environmental Education: Building Relationships with Indigenous Peoples
- Decolonizing Nature RESISTANCE|RESILIENCE|REVITALIZATION (event)
- Traditional Ecological Knowledge
History and Culture:
- It’s Time to Herald the Arabic Science that Prefigured Darwin and Newton
- Decolonizing Knowledge: From Development to Dialogue
- The 16-Year-Old Algerian Artist Who Influenced Picasso and Matisse
- Towards the ‘tangible unknown’: Decolonization and the Indigenous future
- Decolonizing Science and Science Education in a Postcolonial Space (Trinidad, a Developing Caribbean Nation, Illustrates)
- How “Decolonizing” Science Can Make It Better
- Are we there yet? Theorizing a Decolonizing Science Education for Development in Africa
- Decolonizing Science Education and the Science Teacher: A White Teacher’s Perspective
- Including Decolonization in Social Work Education and Practice
- Decolonizing Social Work “Best Practices” Through a Philosophy of Impermanence
- Why Decolonize Social Work: 31-Minute Podcast
- Episode 1: Why Decolonizing Social Work
- Episode 4: White Supremacy at Work
- The Potential of Critical Race Theory in Decolonizing University Curricula
- The Enduring Relevance of Indigenization in African Social Work: A Critical Reflection on ASWEA’s Legacy
- The Quest for a Universal Social Work: Some Issues and Implications
- Decolonizing the Pedagogy and Practice of International Social Work
- Identity and Ancestry: Sticks and Stones and Buffalo Bones
- "As We Have Always Done: Indigenous Freedom Through Radical Resistance" by Leanne Betasamosake Simpson
- "Decolonizing Nature: Strategies for Conservation in a Post-colonial Era" By William (Bill) Adams, Martin Mulligan
- “Decolonizing Environmental ‘Management’: A Case Study of Kitchenuhmaykoosib Inninuwug” By James Wilkes
History and Culture:
- "Decolonizing Knowledge: From Development to Dialogue" edited by Frédérique Apffel-Marglin, Stephen A. Marglin
- "Decolonizing Social Work (Contemporary Social Work Studies)" edited by Mel Gray, John Coates, Michael Yellow Bird, Tiani Hetherington