What does decolonising the curriculum mean for STEM subjects?

Authors

  • Monica Fernandes Brunel University London

DOI:

https://doi.org/10.21100/compass.v14i2.1230

Keywords:

decolonising the curriculum, inclusive teaching, STEM

Abstract

The concept of decolonising the curriculum is currently under widespread discussion in higher education. While it is clearer how this can be done in disciplines within Humanities and Social Sciences, it is less obvious how it may be achieved in the STEM subjects, which are based more on technical knowledge and problem-solving.

Author Biography

Monica Fernandes, Brunel University London

Dr Monica Fernandes is a Senior Lecturer in Academic Professional Development at Brunel University London. In addition to being the CPD lead in the Academic Professional Development Unit, she teaches Race, Gender and African History in the Politics and History department at Brunel University. She has experience of working in higher education in the UK and abroad, where she has helped academics develop their curriculum to support their students. Her interests include decolonising the curriculum, inclusive teaching, working with students as partners and increasing student engagement through creativity in teaching.

References

Akinbosede, D. (2020) ‘Science curricula must be decolonised too.’ Times Higher Education, 5 June 2020. Available at: https://www.timeshighereducation.com/blog/science-curricula-must-be-decolonised-too (Accessed: 11 February 2021).

Bhambra, G.K., Gebrial, D. and Nisancloglu, K. (2018) Decolonising the University. 1st edition. London, Pluto Press. ISBN: 9780745338200

Florian, L. and Black-Hawkins, K. (2011) ‘Exploring inclusive pedagogy.’ British Educational Research Journal, 37(5), 813-828. Available at: https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1080/01411926.2010.501096 (Accessed: 8 February 2021).

Future Learn (n.d.) Interview with science journalist Angela Saini about decolonisation of STEM subjects. Available at:

https://www.futurelearn.com/info/courses/decolonising-education-from-theory-to-practice/0/steps/189727 (Accessed: 20 April 2021).

Johnston, H. (2020) ‘Overlooked for the Nobel: Chien- Shiung Wu.’ Physics World. Available at: https://physicsworld.com/a/overlooked-for-the-nobel-chien-shiung-wu/#:~:text=Overlooked%3A%20Chien-Shiung%20Wu%20in%201963%20at%20Columbia%20University.,led%20to%20important%20discoveries%20regarding%20the%20elementary%20particles%E2%80%9D (Accessed: 8 February 2021).

Nhemachena, A., Hlabangane, N. and Matowanyika, J.Z.Z (2020) Decolonising science, technology, engineering and mathematics (STEM) in an age of technocolonialism: recentring African indigenous knowledge and belief systems. Mankon, Bamenda: Langaa Research & Publishing CIG. ISBN: 9789956551866

Office for Students (OFS) (2020) Degree Attainment: Black, Asian and minority ethnic students. Available at: https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/effective-practice/black-asian-and-minority-ethnic-students/ (Accessed: 26 February 2021).

Raju, C.K. (2012) ‘Decolonising Math and Science Education.’ In: Alvares, C. and Faruqi, S.S. (eds.) Decolonising the University: The Emerging Quest for Non-Eurocentric Paradigms. Malaysia: Penerbit Universiti Sains Malaysia and Citizens International. ISBN: 9789838615419

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Published

07/13/2021

Issue

Vol. 14 No. 2 (2021)

Section

Opinion Pieces

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