Calls to decolonise assessment do students a disservice

The Cecil Rhodes statue at the University of Oxford has become emblematic of the struggle against colonial thought and structural racism in the UK

To ‘decolonise’ education, we need to ask different questions

Universities often reproduce colonial logics by exploiting, commodifying and diluting the very ‘thing’ that was to set us free, says Manvir Grewal

By Manvir Grewal

9 March

How should universities approach decolonisation?

The movement to ‘decolonise’ university curricula has leaped into the political and educational mainstream in the wake of George Floyd’s death, dividing opinion on campus and beyond. Anna McKie examines how scholars are handling difficult discussions and where the agenda goes next

By Anna McKie

26 November

Decolonisation does not threaten science or academic freedom

Addressing the very real problem of global epistemic exclusion is inclusive and democratic, says Simon Marginson

By Simon Marginson

30 September

two people stand stand beside Black Lives Matters graffiti

Call to create decolonisation role in each university department

Hepi report says universities need to move past the idea that decolonisation is merely an equality and diversity issue

By Anna McKie

23 July

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Reader's comments (2)

#1 Submitted by msl_csp on October 12, 2021 - 7:55am

It is refreshing to read an informed and objective article about this subject. I have always struggled as an Engineering academic to see how my subject could be "decolonised".

#2 Submitted by r01kv21 on June 19, 2022 - 4:24pm

I think it is very dangerous to dismiss racism in assessments by dismissing the role of colonisation and purposeful elimination of other than European-rooted knowledge. As the comment above proves, such an attitude can be used to dismiss the need for educating oneself in the epistemological underpinning of their own discipline (e.g. the dismissal of STEM not having power-shaped epistemologies, or them being "objective").

Calls to decolonise assessment do students a disservice

Manipulating assessment to generate equal outcomes sabotages an engine of fairness in a meritocratic society, says Glenn Fulcher

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To ‘decolonise’ education, we need to ask different questions

How should universities approach decolonisation?

Decolonisation does not threaten science or academic freedom

Call to create decolonisation role in each university department

Related universities

University of Leicester

Reader's comments (2)

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Calls to decolonise assessment do students a disservice

Manipulating assessment to generate equal outcomes sabotages an engine of fairness in a meritocratic society, says Glenn Fulcher

Register to continue

Subscribe

Related articles

To ‘decolonise’ education, we need to ask different questions

How should universities approach decolonisation?

Decolonisation does not threaten science or academic freedom

Call to create decolonisation role in each university department

Related universities

University of Leicester

Reader's comments (2)

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