Abstract

This session explores how decolonial strategies in higher education can address systemic inequalities across race, gender, socio-economic status, and neurodivergence. By promoting social justice and inclusivity, decoloniality challenges traditional curricula, pedagogies, and academic practices. Participants will gain practical tools to decolonise teaching, assessment, and the wider student experience, creating a more inclusive, equitable learning environment, aligning with SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequalities).

We will begin by examining core concepts of decolonisation and decoloniality. While decolonisation is often linked to race and ethnicity, decoloniality extends to intersecting social categories such as gender, neurodivergence, and socio-economic status (Woodward, 2011). Decolonial approaches address how ableism, misogyny, patriarchy, and capitalism perpetuate inequalities, limiting access to knowledge and educational opportunities (Le Grange, 2016). Decolonising knowledge production itself is critical to creating truly inclusive academic spaces (Bhambra, Gebrial & Nişancıoğlu, 2018).

Participants will be introduced to the Decolonising the Curriculum toolkit, developed at the University of Sunderland, which provides a practical framework for staff to engage with decolonisation in their teaching. The toolkit encourages educators to rethink Eurocentric perspectives by integrating global, indigenous, and feminist epistemologies. It also highlights culturally responsive pedagogy (Ladson-Billings, 1994), which empowers educators to create spaces where students' diverse cultural, gendered, and socio-economic backgrounds are valued. This pedagogy fosters engagement, enriching the experience for all, particularly those from marginalised communities.

A core component of the toolkit is decolonising assessment practices, which challenges traditional, one-size-fits-all methods. We will explore how co-creating assessment criteria with students enables them to demonstrate learning in ways that align with their cultural and socio-economic realities, such as multimedia projects, oral histories, and community-based initiatives (Godsell, Shabangu, & Primrose, 2024). This practice addresses gender inequalities, neurodivergence, and socio-economic disparities, giving space for students to incorporate their lived experiences into the academic framework. We will also discuss ethical research practices that centre marginalised communities and challenge exploitative methodologies (Tuhiwai-Smith, 2021).

Beyond the classroom, we will explore how decoloniality can shape the wider student experience. Rethinking the university’s role in promoting inclusivity, we will discuss how creating supportive campus environments responsive to gender, disability, and socio-economic issues is critical for student success. Strategies for interdisciplinary collaboration, such as podcasts, community-based projects, and student-led initiatives, will be explored. These spaces allow students to engage in knowledge co-creation, amplifying historically silenced voices, and contribute to SDG 10 (Reduced Inequalities).

By the end of the session, participants will understand how decoloniality addresses intersecting social inequalities. They will leave with practical strategies to implement decolonisation in teaching, curriculum design, and institutional practices.

This session explores decolonial strategies in higher education to address systemic inequalities across race, gender, socio-economic status, and neurodivergence. Participants will learn how to decolonise their teaching, assessment, and curriculum design to foster an inclusive, equitable learning environment. We will introduce the Decolonising the Curriculum toolkit, which provides practical approaches to integrating diverse epistemologies and creating culturally responsive pedagogy. The session also highlights how decoloniality can shape the wider student experience, promoting social justice and inclusivity. By the end, participants will leave with actionable strategies to implement decoloniality in their academic practices.