Inclusive curriculum matters: Co-creating a Decolonised Education Curriculum Through Student Voices

This chapter aims to explore what decolonising the curriculum means in practice and to share insights into an on-going inclusive curriculum university project in undergraduate education programmes. Led by the authors, the project is envisaged as a process of rethinking and reframing current knowledge and pedagogies through critically engaging with the questions of who owns knowledge, whose knowledge counts, how to improve the system and the structure to eradicate institutional racism, and how to develop a meaningful partnership with students, especially those who are marginalised in educational matters. The chapter will first provide an overview of the project (aims, approach and progress). It then reflects on what has worked, specifically, the co-participatory, collaborative and conversational approach with students and the shared commitment to capturing the richness of knowledge. It will conclude with questions that can help shape next steps. This chapter aims to prompt reflections among academics and students in their own endeavours to decolonise education studies programmes.